Program Information
- ISBN
- 9798998577239
- Technical Specifications: Checklist
- Tech Specs: Checklist (pdf 516.8 KB)
- Technical Specifications: Professional Development
- Tech Specs: Professional Development (pdf 173.87 KB)
Renaissance Math Texas, Grade 1
Supplemental Math (English) Grade 1
IMRA 2026
Publisher: Renaissance Learning, Inc.
Copyright: 2026
Series includes:
Rubric: Supplemental Mathematics K–5 (English) | 2025 (Download Not Available)
* Some programs submit evidence for only part of a standard, while others submit all sections. A 100% score means this program met all the expectations it submitted.
Quality Review
Standards Alignment
Rubric Section
| Grade | TEKS % | ELPS % |
|---|---|---|
| Grade 1 | 100% | N/A |
Criteria for Quality
Rubric Section 1
Intentional Instructional Design
Materials support educators in effective implementation through intentional course, unit, and lesson-level design.
Total
68% (19 out of 28 points)
Evaluation for 1.1a
The materials include a content alignment chart that outlines the Texas Essential Knowledge and Skills (TEKS)-aligned domains covered at each grade level, including Number Sense and Operations, Fractions, Place Value, Multiplication and Division, Algebraic Thinking, and Financial Literacy. The chart identifies the concepts the program covers across all grade levels.
The Renaissance Math Solution Guide outlines vertical alignment across grade levels and demonstrates how concepts build in complexity from foundational to advanced skills. For example, Number Sense and Operations concepts progressively build computational sophistication and maintain connections to place value understanding. Fraction concepts build on foundational number line understanding to fraction operations and rational number reasoning. However, the materials do not include an alignment guide that outlines the ELPS or a rationale for learning paths within the same grade level.
Evaluation for 1.1b
The Renaissance Math Solution Guide serves as an implementation guide, providing educators with usage recommendations and strategies for effective use across multiple instructional contexts. The guide outlines how the Nearpod and Freckle platforms can be used for tier-one whole-class instruction, tier-two small-group reteach, and tier-three targeted intervention, and provides clear guidance for adapting materials to meet student needs across settings. Both platforms include multilingual student support, including Spanish platform navigation and language settings.
The Renaissance Math Solution Guide also provides usage recommendations and strategies for educators to use effectively across multiple instructional contexts. For just-in-time support, educators use Nearpod’s real-time dashboard to identify misconceptions immediately and adjust groupings accordingly, and Freckle’s adaptive practice addresses prerequisite skills in grade-level contexts. For advanced learning, educators provide access to above-grade-level challenges for students demonstrating mastery, and the materials can be used as a course through Freckle’s adaptive learning pathways, which continuously adjust based on student performance.
Evaluation for 1.1c
The Renaissance Math TEKS Correlation Guide outlines prerequisite, grade-level, and extension skills for each TEKS standard and maps the TEKS to corresponding lessons. Educators can use the guide to identify key prerequisites and forthcoming lessons for each TEKS standard, pinpoint appropriate entry points, and plan personalized instruction based on students’ current skill levels.
The materials include a diagnostic assessment through the Freckle platform that educators can assign to determine appropriate skill entry points. The adaptive assessment evaluates students’ current understanding and provides TEKS-aligned skill entry points, allowing educators to personalize instruction and target specific skills according to individual student performance.
Evaluation for 1.1d
The Renaissance Math Internalization Protocols guide educators through a structured lesson internalization process that includes reviewing lesson objectives, analyzing instructional phases, anticipating student misconceptions, preparing language and accessibility supports, and planning for closure and next steps using real-time data.
The materials include a lesson internalization protocol designed to be completed before daily instruction and to guide educators through lesson objectives, instructional phases, and preparation of differentiation supports. However, the materials do not include a unit internalization protocol to guide educators in previewing the unit, understanding the learning progression, or considering the diverse needs of students across the full unit of instruction.
Evaluation for 1.1e
The Renaissance Math Leader Guide provides instructional leaders with resources and guidance to support educators in implementing the program. Key resources include the Lesson Library, Usage and Engagement Reports, and Professional Learning Resources. The guide also includes a “Monitoring and Sustaining Implementation” section that provides guidance to help educators maintain consistent, effective use of the program.
The Renaissance Math Leader Guide outlines key steps for successful implementation and provides guidance for instructional leaders about supporting educators and coaches. “Step 1, Instructional Leader’s Role” guides leaders in setting clear expectations for lessons and routines and in providing feedback and coaching to strengthen lesson delivery. In “Step 2, Supporting Teachers with Lesson and Unit Implementation,” leaders receive guidance about helping educators plan with the materials and determine which components to use. For example, leaders can direct educators to leverage the Freckle platform for pre-teaching or skill reinforcement based on class needs. Nearpod Academy further supports implementation through modules and on-demand or live professional development webinars.
Evaluation for 1.2a
The materials include detailed lesson plans with learning objectives, lesson components with suggested timeframes, and assessment resources aligned with the TEKS. Nearpod lessons include TEKS-aligned learning objectives and suggested time allotments for each lesson component, including preassessment, authentic connection, explicit instruction, and postassessment, and Freckle skill pages provide educators a student objective, connection to prior learning, skill summary, connection to future learning, guiding questions, common misconceptions, skill limitations, and vocabulary. However, the materials do not include ELPS alignment, and the Freckle skill pages do not include student-facing materials.
The materials include educator materials to support effective lesson delivery across multiple instructional approaches. For example, in the Concrete-Representational-Abstract (CRA) approach, students spend 20 minutes in the concrete phase, 20 minutes in the representational phase, and 15 minutes in the abstract phase, and there is guidance for adjusting pacing according to student performance. However, the materials do not include educator materials, student materials, or assessment resources aligned with the ELPS.
Evaluation for 1.2b
In the Freckle platform, the materials provide educators with learning objectives aligned with the TEKS. The materials include lesson components for educators and students, with suggested timeframes, such as targeted practice, differentiated practice, skills and prerequisites, instructional videos, and academic vocabulary. However, the materials do not include detailed overviews with learning objectives or assessment resources aligned with the ELPS.
The materials include lesson components with suggested timeframes. The Math Usage Recommendations document outlines key lesson components of the Freckle platform and suggested usage times. For example, for grades K–2, the document recommends 10 minutes of use per day across all lesson components—adaptive math pathway, targeted math practice, and focus skills practice—at least two times a week.
Evaluation for 1.2c
The materials include family letters in both English and Spanish that inform families about the objectives of the current unit by providing a skills overview explaining what students are learning and why it matters mathematically. The letters also describe how learning will take place in the classroom by outlining the methods of instruction, visual models, and strategies that will be used, enabling families to reinforce the same approaches at home.
The family letters provide families with practical, topic-specific home support suggestions in both English and Spanish for each unit. These suggestions include grade-appropriate activities that extend learning beyond the classroom and give families concrete strategies to reinforce current mathematical concepts, creating a partnership between school and home that supports consistent student learning.
1.1 Course-Level Design
1.1a
Materials include an alignment guide outlining the TEKS, ELPS, and concepts covered, with a rationale for learning paths across grade levels (vertical alignment) and within the same grade level (horizontal alignment) as designed in the materials.
Materials include an alignment guide outlining the TEKS, ELPS, and concepts covered, with a rationale for learning paths across grade levels (vertical alignment) and within the same grade level (horizontal alignment) as designed in the materials.
3 out of 5 points
Evaluation for 1.1a
Evaluation for 1.1a
Materials include an alignment guide outlining the TEKS, ELPS, and concepts covered, with a rationale for learning paths across grade levels (vertical alignment) and within the same grade level (horizontal alignment) as designed in the materials.
3 out of 5 points
The Renaissance Math Solution Guide outlines vertical alignment across grade levels and demonstrates how concepts build in complexity from foundational to advanced skills. For example, Number Sense and Operations concepts progressively build computational sophistication and maintain connections to place value understanding. Fraction concepts build on foundational number line understanding to fraction operations and rational number reasoning. However, the materials do not include an alignment guide that outlines the ELPS or a rationale for learning paths within the same grade level.
1.1b
Materials include an implementation guide with usage recommendations and strategies for effective educator use in various contexts, such as just-in-time supports, advanced learning, or as a course.
Materials include an implementation guide with usage recommendations and strategies for effective educator use in various contexts, such as just-in-time supports, advanced learning, or as a course.
3 out of 3 points
Evaluation for 1.1b
Evaluation for 1.1b
Materials include an implementation guide with usage recommendations and strategies for effective educator use in various contexts, such as just-in-time supports, advanced learning, or as a course.
3 out of 3 points
The Renaissance Math Solution Guide also provides usage recommendations and strategies for educators to use effectively across multiple instructional contexts. For just-in-time support, educators use Nearpod’s real-time dashboard to identify misconceptions immediately and adjust groupings accordingly, and Freckle’s adaptive practice addresses prerequisite skills in grade-level contexts. For advanced learning, educators provide access to above-grade-level challenges for students demonstrating mastery, and the materials can be used as a course through Freckle’s adaptive learning pathways, which continuously adjust based on student performance.
1.1c
Materials include a TEKS correlation guide with recommended skill entry points based on diagnostic assessment results.
Materials include a TEKS correlation guide with recommended skill entry points based on diagnostic assessment results.
2 out of 2 points
Evaluation for 1.1c
Evaluation for 1.1c
Materials include a TEKS correlation guide with recommended skill entry points based on diagnostic assessment results.
2 out of 2 points
The materials include a diagnostic assessment through the Freckle platform that educators can assign to determine appropriate skill entry points. The adaptive assessment evaluates students’ current understanding and provides TEKS-aligned skill entry points, allowing educators to personalize instruction and target specific skills according to individual student performance.
1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.
Materials include protocols with corresponding guidance for unit and lesson internalization.
1 out of 2 points
Evaluation for 1.1d
Evaluation for 1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.
1 out of 2 points
The materials include a lesson internalization protocol designed to be completed before daily instruction and to guide educators through lesson objectives, instructional phases, and preparation of differentiation supports. However, the materials do not include a unit internalization protocol to guide educators in previewing the unit, understanding the learning progression, or considering the diverse needs of students across the full unit of instruction.
1.1e
Materials include resources and guidance for instructional leaders to support educators with implementing the materials as designed.
Materials include resources and guidance for instructional leaders to support educators with implementing the materials as designed.
2 out of 2 points
Evaluation for 1.1e
Evaluation for 1.1e
Materials include resources and guidance for instructional leaders to support educators with implementing the materials as designed.
2 out of 2 points
The Renaissance Math Leader Guide outlines key steps for successful implementation and provides guidance for instructional leaders about supporting educators and coaches. “Step 1, Instructional Leader’s Role” guides leaders in setting clear expectations for lessons and routines and in providing feedback and coaching to strengthen lesson delivery. In “Step 2, Supporting Teachers with Lesson and Unit Implementation,” leaders receive guidance about helping educators plan with the materials and determine which components to use. For example, leaders can direct educators to leverage the Freckle platform for pre-teaching or skill reinforcement based on class needs. Nearpod Academy further supports implementation through modules and on-demand or live professional development webinars.
1.2 Lesson-Level Design
1.2a
If designed to be static, materials include detailed lesson plans with learning objectives, teacher and student materials, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
If designed to be static, materials include detailed lesson plans with learning objectives, teacher and student materials, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
3 out of 7 points
Evaluation for 1.2a
Evaluation for 1.2a
If designed to be static, materials include detailed lesson plans with learning objectives, teacher and student materials, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
3 out of 7 points
The materials include educator materials to support effective lesson delivery across multiple instructional approaches. For example, in the Concrete-Representational-Abstract (CRA) approach, students spend 20 minutes in the concrete phase, 20 minutes in the representational phase, and 15 minutes in the abstract phase, and there is guidance for adjusting pacing according to student performance. However, the materials do not include educator materials, student materials, or assessment resources aligned with the ELPS.
1.2b
If designed to be adaptive, materials include responsive learning objectives, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
If designed to be adaptive, materials include responsive learning objectives, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
3 out of 5 points
Evaluation for 1.2b
Evaluation for 1.2b
If designed to be adaptive, materials include responsive learning objectives, lesson components with suggested timeframes, and assessment resources aligned with the TEKS and ELPS.
3 out of 5 points
The materials include lesson components with suggested timeframes. The Math Usage Recommendations document outlines key lesson components of the Freckle platform and suggested usage times. For example, for grades K–2, the document recommends 10 minutes of use per day across all lesson components—adaptive math pathway, targeted math practice, and focus skills practice—at least two times a week.
1.2c
Materials contain support for families in Spanish and English for each unit, with suggestions on supporting the progress of their student(s).
Materials contain support for families in Spanish and English for each unit, with suggestions on supporting the progress of their student(s).
2 out of 2 points
Evaluation for 1.2c
Evaluation for 1.2c
Materials contain support for families in Spanish and English for each unit, with suggestions on supporting the progress of their student(s).
2 out of 2 points
The family letters provide families with practical, topic-specific home support suggestions in both English and Spanish for each unit. These suggestions include grade-appropriate activities that extend learning beyond the classroom and give families concrete strategies to reinforce current mathematical concepts, creating a partnership between school and home that supports consistent student learning.
Rubric Section 2
Progress Monitoring
Materials support educators in effective implementation through frequent, strategic opportunities to monitor and respond to student progress.
Total
86% (18 out of 21 points)
Evaluation for 2.1a
The materials include a Renaissance Math Solution Guide that provides a table outlining the definition and instructional purpose of each assessment type. Under the “Instructional Purpose” column, the Solution Guide states that diagnostic placement assessments are used “to find each student’s starting point before/start of instruction.” This information clarifies for educators both the intended use of this assessment type and the appropriate timing for administration.
The Renaissance Math Solution Guide includes a section titled “Assessment Types in Renaissance Math.” This section outlines the instructional purpose for diagnostic/placement, formative, interim/benchmark, and summative assessments. The guide also identifies where each assessment type appears in the Freckle and Nearpod platforms.
Evaluation for 2.1b
In the Freckle Teacher Home Guide, there is a section titled “How Can I Assign Assessments to My Students?” In this section, the materials direct educators to have students log in to the Freckle platform using their class code, select Assignments from the dashboard, choose the assigned assessment, complete the assessment, and return to the dashboard to continue working on other assigned activities.
The Freckle Teacher Home Guide includes a section titled “How Can I Assign Assessments to My Students?” This section directs educators to have students complete the assessment, which the guide notes “will take anywhere from 10 to 30 to 60 minutes or more.”
Evaluation for 2.1c
The Freckle platform includes printable versions of digital assessments, including diagnostic assessments, targeted practice, and benchmark assessments. The printables allow educators to generate assessments as adaptive math pathways or targeted math practice, giving educators the flexibility to focus on student-leveled material or standard-specific content.
The Freckle and Nearpod platforms provide accommodations that educators can enable or disable to support individual students. In Freckle’s settings, educators can use the “Edit Student” tab to enable or disable text-to-speech and calculator access for students. In Nearpod, educators can enable an Immersive Reader to activate text-to-speech and additional content and language supports, giving students access to a picture dictionary, preferred language selection, color-coding for parts of speech, and syllable-by-syllable word reading.
Evaluation for 2.1d
The materials include diagnostic assessments in the Freckle platform that have TEKS-aligned questions and tasks. In the diagnostic assessments, questions include two levels of complexity: basic recall and application and skill/concept. For example, the diagnostic assessment includes computation questions for basic recall and word problems for application and skill/concept. The materials do not include questions with more than two levels of complexity.
The materials include diagnostic assessments that have TEKS-aligned questions that demonstrate at most two levels of complexity through adaptive assessment functionality. The materials also include interactive assessment items with varying response types, including multiple-choice, multiple-answer, and type-n. For example, in the Nearpod platform, educators can use multiple-choice preassessment questions to gauge students’ prior knowledge.
Evaluation for 2.1e
The materials include a variety of formative assessments with TEKS-aligned questions and tasks, including adaptive practice, targeted practice, and benchmark assessments, that feature more than two levels of complexity, ranging from basic recall to application, reasoning, and higher-order thinking. The formative assessments also include more than two unique interactive item types, such as multiple-choice, multiple-answer, type-in, drag-and-drop, graphs, and complete-the-table, providing students with diverse question formats aligned with the TEKS.
The Freckle Depth of Knowledge (DOK) Challenges provide formative assessment opportunities with varying levels of complexity by including three to four related questions that scale from DOK 1 through DOK 3 in a single session. Each challenge includes a real-world introduction, multiple question formats, and audio and Spanish support, and reporting tools that allow educators to monitor student performance on advanced mathematical thinking tasks aligned with the TEKS.
Evaluation for 2.2a
The Renaissance Math Solution Guide includes a section titled “Interpreting Student Performance” that provides educators guidance on monitoring and adjusting instruction. For example, the guide directs educators to review student progress, identify question-level patterns, and use postsession reports to plan next-day instruction. This section provides a broad overview of how to interpret student performance.
The materials provide teacher resources for each lesson, including a full lesson answer key. The key provides preassessment and postassessment questions and answers with rationales for incorrect answers. However, the materials do not include rationales for correct answers.
Evaluation for 2.2b
The materials provide adaptive pathways based on students’ performance on assessments. The materials recommend a sequence of tasks and activities that adjusts based on preassessment performance. All students begin with a pretest in each domain that determines their starting levels. As students work in each domain, the Freckle platform continuously adjusts to their performance. The platform provides remediation when students struggle and advances them to more challenging concepts when they perform well.
In the platform, the “Performance by Topic” report allows educators to view how students progress on a particular standard across all math topics. The system groups students by accuracy level—below 50 percent as struggling, 50–80 percent as approaching, and above 80 percent as proficient—and educators can assign targeted activities to individual students or entire groups according to identified needs.
Evaluation for 2.2c
The materials include a Report Card feature that enables educators to monitor both individual student performance and overall class data. Educators can access an overview of assignment types or topics, the number of questions completed, and student accuracy percentages.
The materials include a Student Goal Setting feature that allows students in all grades to set a goal and work toward achieving it throughout the week. Students can set a goal to answer questions correctly or to meet a minimum accuracy threshold across a set number of sessions. After students reach their goals, the platform immediately notifies students and allows them to set new goals. Visual progress bars and badges celebrate milestones and encourage student engagement.
Evaluation for 2.2d
The Renaissance Math Solution Guide provides guidance to support educators in conducting frequent checks for understanding. The guide includes a checklist that educators can use to make checks for understanding consistent, fast, and instructionally useful. For example, the guide provides educators guidance on what to do before, during, and after each check for understanding, including suggestions for in-the-moment moves and determining whether a reteach, reinforce, or extend activity is necessary.
In the Nearpod platform, educators receive a slide deck that includes a preassessment, quizzes, and a Time to Climb assessment to check for understanding at key points in the lesson. Educators can view student answers in real time and address misconceptions at predetermined points in the lesson as needed.
Evaluation for 2.2e
The materials include a “Checklist for Successful Checks for Understanding” that prompts and guides educators to check student understanding. The checklist provides guidance before, during, and after, directing educators through the steps for consistent, accurate results and the next steps for groups of students based on the results. While students work, the guidance instructs educators to identify which students are struggling and on which item, step, or representation. The materials also offer suggestions for next steps, such as providing in-the-moment feedback, pulling a small group, or delivering a quick reteach.
The program provides frequent checks for understanding at key points during an activity. As students work through the program, the materials provide checks for understanding through the Teach Me feature, which reinforces a key skill before a subsequent check. Additionally, students receive immediate feedback that guides them to correct misunderstandings after answering a question.
The Freckle adaptive pathway provides continuous feedback to students and adjusts task difficulty as they progress. Adaptive assessments embedded in each lesson generate real-time data on student understanding. Using student responses, the pathway adjusts lesson pacing and complexity and provides differentiated practice problems to reinforce skills.
2.1 Instructional Assessments
2.1a
Materials include the definition and intended purpose for the types of instructional assessments.
Materials include the definition and intended purpose for the types of instructional assessments.
1 out of 1 points
Evaluation for 2.1a
Evaluation for 2.1a
Materials include the definition and intended purpose for the types of instructional assessments.
1 out of 1 points
The Renaissance Math Solution Guide includes a section titled “Assessment Types in Renaissance Math.” This section outlines the instructional purpose for diagnostic/placement, formative, interim/benchmark, and summative assessments. The guide also identifies where each assessment type appears in the Freckle and Nearpod platforms.
2.1b
Materials include guidance to ensure consistent and accurate administration of instructional assessments.
Materials include guidance to ensure consistent and accurate administration of instructional assessments.
0 out of 1 points
Evaluation for 2.1b
Evaluation for 2.1b
Materials include guidance to ensure consistent and accurate administration of instructional assessments.
0 out of 1 points
The Freckle Teacher Home Guide includes a section titled “How Can I Assign Assessments to My Students?” This section directs educators to have students complete the assessment, which the guide notes “will take anywhere from 10 to 30 to 60 minutes or more.”
2.1c
Digital assessments include printable versions and accommodations, including text-to-speech, content and language supports, and calculators, that educators can enable or disable to support individual students.
Digital assessments include printable versions and accommodations, including text-to-speech, content and language supports, and calculators, that educators can enable or disable to support individual students.
2 out of 2 points
Evaluation for 2.1c
Evaluation for 2.1c
Digital assessments include printable versions and accommodations, including text-to-speech, content and language supports, and calculators, that educators can enable or disable to support individual students.
2 out of 2 points
The Freckle and Nearpod platforms provide accommodations that educators can enable or disable to support individual students. In Freckle’s settings, educators can use the “Edit Student” tab to enable or disable text-to-speech and calculator access for students. In Nearpod, educators can enable an Immersive Reader to activate text-to-speech and additional content and language supports, giving students access to a picture dictionary, preferred language selection, color-coding for parts of speech, and syllable-by-syllable word reading.
2.1d
Materials include diagnostic assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
Materials include diagnostic assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
3 out of 4 points
Evaluation for 2.1d
Evaluation for 2.1d
Materials include diagnostic assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
3 out of 4 points
The materials include diagnostic assessments that have TEKS-aligned questions that demonstrate at most two levels of complexity through adaptive assessment functionality. The materials also include interactive assessment items with varying response types, including multiple-choice, multiple-answer, and type-n. For example, in the Nearpod platform, educators can use multiple-choice preassessment questions to gauge students’ prior knowledge.
2.1e
Materials include a variety of formative assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
Materials include a variety of formative assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
4 out of 4 points
Evaluation for 2.1e
Evaluation for 2.1e
Materials include a variety of formative assessments with TEKS-aligned tasks or questions, including interactive item types with varying complexity levels.
4 out of 4 points
The Freckle Depth of Knowledge (DOK) Challenges provide formative assessment opportunities with varying levels of complexity by including three to four related questions that scale from DOK 1 through DOK 3 in a single session. Each challenge includes a real-world introduction, multiple question formats, and audio and Spanish support, and reporting tools that allow educators to monitor student performance on advanced mathematical thinking tasks aligned with the TEKS.
2.2 Data Analysis and Progress Monitoring
2.2a
Instructional assessments include scoring information and guidance for interpreting student performance, including rationale for each correct and incorrect response.
Instructional assessments include scoring information and guidance for interpreting student performance, including rationale for each correct and incorrect response.
2 out of 3 points
Evaluation for 2.2a
Evaluation for 2.2a
Instructional assessments include scoring information and guidance for interpreting student performance, including rationale for each correct and incorrect response.
2 out of 3 points
The materials provide teacher resources for each lesson, including a full lesson answer key. The key provides preassessment and postassessment questions and answers with rationales for incorrect answers. However, the materials do not include rationales for correct answers.
2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
1 out of 1 points
Evaluation for 2.2b
Evaluation for 2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.
1 out of 1 points
In the platform, the “Performance by Topic” report allows educators to view how students progress on a particular standard across all math topics. The system groups students by accuracy level—below 50 percent as struggling, 50–80 percent as approaching, and above 80 percent as proficient—and educators can assign targeted activities to individual students or entire groups according to identified needs.
2.2c
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
2 out of 2 points
Evaluation for 2.2c
Evaluation for 2.2c
Materials include tools for teachers to track student progress and growth, and tools for students to track their own progress and growth.
2 out of 2 points
The materials include a Student Goal Setting feature that allows students in all grades to set a goal and work toward achieving it throughout the week. Students can set a goal to answer questions correctly or to meet a minimum accuracy threshold across a set number of sessions. After students reach their goals, the platform immediately notifies students and allows them to set new goals. Visual progress bars and badges celebrate milestones and encourage student engagement.
2.2d
If designed to be static, materials provide prompts and guidance to support educators in conducting frequent checks for understanding at key points throughout each lesson or activity.
If designed to be static, materials provide prompts and guidance to support educators in conducting frequent checks for understanding at key points throughout each lesson or activity.
2 out of 2 points
Evaluation for 2.2d
Evaluation for 2.2d
If designed to be static, materials provide prompts and guidance to support educators in conducting frequent checks for understanding at key points throughout each lesson or activity.
2 out of 2 points
In the Nearpod platform, educators receive a slide deck that includes a preassessment, quizzes, and a Time to Climb assessment to check for understanding at key points in the lesson. Educators can view student answers in real time and address misconceptions at predetermined points in the lesson as needed.
2.2e
If designed to be adaptive, materials provide frequent checks for understanding at key points throughout each lesson or activity.
If designed to be adaptive, materials provide frequent checks for understanding at key points throughout each lesson or activity.
1 out of 1 points
Evaluation for 2.2e
Evaluation for 2.2e
If designed to be adaptive, materials provide frequent checks for understanding at key points throughout each lesson or activity.
1 out of 1 points
The program provides frequent checks for understanding at key points during an activity. As students work through the program, the materials provide checks for understanding through the Teach Me feature, which reinforces a key skill before a subsequent check. Additionally, students receive immediate feedback that guides them to correct misunderstandings after answering a question.
The Freckle adaptive pathway provides continuous feedback to students and adjusts task difficulty as they progress. Adaptive assessments embedded in each lesson generate real-time data on student understanding. Using student responses, the pathway adjusts lesson pacing and complexity and provides differentiated practice problems to reinforce skills.
Rubric Section 3
Supports for All Learners
Materials support educators in reaching all learners through design focused on engagement, representation, and action/expression for learner variability.
Total
60% (26 out of 43 points)
Evaluation for 3.1a
The Assignments Report feature of the Implementation Guide provides educators with guidance for supporting students who have not yet demonstrated grade-level proficiency. Using the reports, educators can assign additional resources targeting specific concepts or skills before students progress to grade-level content. The materials also provide options for reassigning the current skill, assigning prerequisite skills, and generating supplemental worksheets to support remediation and skill development.
The program includes built-in adaptive algorithms that provide students with practice problems for their current levels of understanding. The program automatically adjusts exercise and question difficulty according to each student’s past performance. The program also provides recommendations for differentiating prerequisite skills in a selected standard through Targeted Practice assignments.
Evaluation for 3.1b
The materials include embedded supports for developing academic vocabulary. On the Freckle platform, students can select underlined academic vocabulary terms to view or hear their definitions, along with guided questions and prompts. The “Freckle Help” section also provides video examples that explain target words with visuals and introduce their uses in context.
The materials include embedded supports for unfamiliar references in text. On the Nearpod platform, ESL lessons include an Academic Vocabulary Teacher Guide that provides embedded guidance to support students’ understanding of unfamiliar references during instruction, including strategies such as explaining words orally, providing student-friendly definitions, and structuring oral practice opportunities. However, the materials do not include pre-teaching supports for developing academic vocabulary or for unfamiliar references in the text.
Evaluation for 3.1c
In the Freckle platform, the program provides educators recommended activities for students who are ready for a challenge, defined as students who have scored above 79 percent on skills. The materials direct educators to assign DOK activities that require students to apply their skills to real-world challenges. In the Inquiry-Based Lessons (IBLs) on the Freckle platform, students explore math standards and build critical-thinking skills through real-world challenges.
The materials include guidance to help educators identify students who are ready for enrichment or extension activities according to assignment data. The “Class Grouping” report in Freckle identifies students who have demonstrated proficiency in grade-level and above-grade-level content. The materials also provide educators with guidance on assigning activities to these students, and that guidance is organized into same-level, grade-level, and above-grade-level content.
Evaluation for 3.1d
The materials outline how educators can enable or disable student supports in the “Roster” page. By selecting the Edit Student feature, educators can access the “Support Settings” tab and activate features, such as the calculator. Educators can apply these supports to an individual student or to all students, depending on instructional need.
The materials include text-to-speech accommodations that educators can enable or disable to support individual students. On the “Roster” page, educators can use the Edit Student feature to access student support settings and enable or disable audio settings to read aloud to individual students. However, the materials do not include content and language supports that educators can enable or disable to support individual students.
Evaluation for 3.1e
The “Multiple Representations in Renaissance Math” document provides educators with guidance to support student understanding through activities that ask students to perform, express, and represent their mathematical reasoning and ideas. The materials include implementation guidance and suggested activities that educators can use to accommodate different learning styles and strengths and deepen student understanding. For example, the guidance suggests using audio and open-ended responses to allow students to express their mathematical reasoning in different formats. The materials also provide examples of models, diagrams, and digital tools that support students in representing mathematical thinking. Additionally, the guidance includes multimodal activities and interactive tools, such as virtual manipulatives and peer-to-peer activities, that ask students to perform mathematical tasks.
The materials include IBLs that provide students multiple opportunities to engage in and demonstrate mathematical thinking. The Inquiry Sheets included in these lessons encourage a variety of problem-solving approaches, such as drawing models, creating tables or charts, and applying logical reasoning. The materials provide educators student-facing Inquiry Sheets that support students in organizing their thinking and representing mathematical concepts. The IBL educator slide decks promote diverse problem-solving strategies by encouraging students to ask clarifying questions, reflect on and revise their solutions after testing them, and collaborate with partners or in small groups to deepen their understanding.
Evaluation for 3.2a
The materials include prompts and guidance in lesson plans to help educators build knowledge. The lesson plans ground educators in student objectives aligned with the TEKS and activate prior knowledge through a “Connection to Prior Learning” section that ties what students already know to what they will learn by the end of the lesson. Additionally, the lesson plans include a “Connection to Future Learning” section. The materials also provide a “Skill Summary” section that connects key patterns, features, and relationships through multiple means of representation.
On the Nearpod platform, materials include questions designed to help educators elicit what students already know about a topic before introducing new information. These questions are embedded in the slides as a preassessment quiz to support the activation of prior knowledge. In the “Think About It” slide, the materials provide educators with questions that prompt students to make connections to related skills and support students in connecting key patterns, features, and relationships.
Evaluation for 3.2b
The materials include guidance that supports effective instructional grouping and flexible classroom arrangements. The Renaissance Math Solution Guide describes how educators can organize students for whole-class instruction using educator-led Nearpod lessons, for small-group instruction through Nearpod preteach and reteach lessons, and for differentiated learning stations that incorporate Freckle independent practice and Nearpod center activities. The guide also outlines structures for independent learning through differentiated Freckle assignments and supports collaborative learning through interactive Nearpod activities. Inquiry-based learning is further reinforced through the IBLs available in Freckle. These structures equip educators with clear, practical guidance for grouping students and facilitating learning across varied instructional formats.
The Renaissance Math Solution Guide includes educator guidance for effective lesson delivery and facilitation using various instructional approaches. The guide offers eight different instructional approaches that educators can use to meet the diverse needs of all students. For example, when educators use a small-group approach, the guide instructs them to “break the class into small groups and provide pre-teach or reteach lessons using Nearpod and practice in Freckle for students that need more support.” Another instructional approach that the guide provides is inquiry-based learning. The guide provides guidance for educators on using an inquiry-based approach when they want to move “beyond procedural understanding and encourage students to explore concepts.”
Evaluation for 3.2c
The materials include multi-tiered intervention methods and effective implementation guidance. In the Renaissance Math Solution Guide, the section titled “Strategies for Utilizing Renaissance Math Resources in Daily Instruction” gives educators guidance on how to use small-group instruction using preteach or reteach lessons in the Nearpod platform, differentiated learning stations including independent practice in the Freckle platform, one small-group lesson from Nearpod and another using Nearpod center activities, and independent practice in which students complete differentiated Freckle assignments. The section titled “Differentiating with Renaissance Math” guides educators on how to use Nearpod and Freckle lessons for tier one core instruction, for tiers two and three small-group and individual support, and for multilingual students.
The Renaissance Math Solution Guide includes educator guidance for effective lesson delivery and facilitation using various instructional approaches. The guide offers eight different instructional approaches that educators can use to meet the diverse needs of all students. For example, the small-group approach instructs educators to break the class into small groups and provide preteach or reteach lessons using Nearpod and practice in Freckle for students who need additional support. The guide also provides guidance for an inquiry-based learning approach, directing educators to use this approach when moving beyond procedural understanding to encourage students to explore concepts.
Evaluation for 3.2d
The materials include enrichment and extension activities that support multiple forms of engagement for students who have demonstrated proficiency in grade-level and above-grade-level content. In the Freckle “Assignment” report, educators can expand an assignment to view each student’s performance and identify students who are ready for a challenge. The platform then provides direct links to aligned enrichment options, such as DOK lessons and IBLs. Educators can navigate directly to the DOK level aligned with the standard and assign these activities to individual students or groups. IBLs ask students to collaborate in small groups to create representations of their mathematical thinking, and DOK lessons require students to apply mathematical concepts to real-world scenarios.
The materials provide guidance to support educators in the effective implementation of enrichment and extension methods. In the Freckle platform, educators can sort content by targeted skills and domains, building basics, extending thinking, and assessments. For extended thinking, educators can assign DOK activities—a set of higher-level thinking questions aligned with a specific standard—to help students master concepts. Students apply mathematical concepts to real-world scenarios to demonstrate their understanding. Educators can also assign IBLs, which ask students to explore math standards and build critical-thinking skills through real-world challenges. Students work with peers to create representations that demonstrate their mathematical thinking.
Evaluation for 3.2e
The “Providing Feedback” article provides educators with guidance for delivering timely feedback during instruction. The materials explain that effective feedback should be timely, specific, actionable, and asset-based and provide guidance for multiple feedback contexts, including in-the-moment feedback, feedback for learning, and feedback after practice. For example, when providing in-the-moment feedback, educators can use short, repeatable prompts while circulating or reviewing student responses, such as “What in the problem told you that?” to press for reasoning and “What is that step in your equation?” to connect student thinking to representations. Although the materials provide guidance to help educators deliver timely feedback during instruction, the prompts are general rather than lesson-specific.
The materials include a Live Teacher Feedback option that provides educators with guidance on delivering feedback during instruction. In the Nearpod platform, educators can use the Live Teacher Feedback feature in the educator dashboard to provide timely feedback to students as they work through lesson activities. Educators can view student responses in real time and provide feedback by directly annotating student work or leaving written comments. Students can immediately view the feedback and make adjustments to their work accordingly.
Evaluation for 3.3a
The materials include generic guidance on supporting language development. For example, the materials suggest using visuals for beginning-level students, sentence stems for intermediate-level students, academic vocabulary for advanced-level students, and open-ended items for advanced high-level students during instruction. However, these proficiency level descriptions do not align with the ELPS, which identify proficiency levels as pre-production, beginning, intermediate, high intermediate, and advanced. Additionally, the linguistic supports provided by the materials are generic rather than differentiated. For example, the same sentence stems appear across units and lessons regardless of student proficiency level.
The “Immersive Reader” article provides educators with guidance on supporting students with linguistic accommodations in Nearpod lessons through the Immersive Reader feature. Educators can use this feature to provide support, such as text-to-speech, parts-of-speech identification, syllable and grammar options, picture dictionaries, and translation in more than 60 languages. However, the materials do not reference the proficiency levels identified by the ELPS, and the accommodations are generic rather than differentiated by language proficiency level.
Evaluation for 3.3b
The adaptive materials provide several features to support multilingual students, including English and Spanish language options, vocabulary supports, hints, and audio and read-aloud functionality. These features provide access supports that help students engage with mathematical content. The materials acknowledge that language development may affect student progress in the adaptive program. However, these accommodations are generic and are not differentiated by language proficiency level.
The materials provide embedded linguistic accommodations, including Spanish navigation and audio support, hints, and academic vocabulary supports, that help multilingual students access mathematical content. The materials also include proficiency descriptions for emergent bilingual students. However, these descriptions use such levels as beginner, intermediate, advanced, and advanced high rather than the ELPS proficiency levels of pre-production, beginning, intermediate, high intermediate, and advanced. Additionally, the accommodations are not differentiated by proficiency level.
Evaluation for 3.3c
The Renaissance Math Solution Guide includes guidance for implementing the program in bilingual settings, such as dual language, transitional bilingual, and alternating language models. However, this guidance does not constitute implementation guidance for state-approved bilingual or ESL programs because the guidance does not align with or address the specific requirements of state-approved program models.
Although the Solution Guide references bilingual instructional routines, vocabulary supports, and language allocation plans, these resources do not provide guidance specific to state-approved bilingual or ESL program models as defined by Texas.
Evaluation for 3.3d
The Nearpod Academic Vocabulary lessons introduce the prerequisite vocabulary for each lesson by providing definitions, parts of speech, and structured opportunities for oral discourse. A “Real-World Connection” component builds background knowledge by connecting vocabulary to relevant contexts. Students then respond to discussion questions and participate in think-pair-share activities that develop academic vocabulary, increase comprehension, and build background knowledge through oral discourse. However, the materials do not include embedded guidance to support emergent bilingual students in making cross-linguistic connections through oral discourse.
The Nearpod Academic Vocabulary lessons pre-teach new vocabulary through an explicit instructional routine that includes modeling pronunciation, defining terms in student-friendly language, using visual representations, and checking for understanding. For example, in the Centimeter Academic Vocabulary lesson, students view real-world visual contexts and participate in think-pair-share discussions using the target vocabulary. However, the materials do not include embedded guidance to support emergent bilingual students through written discourse. Although the materials provide fill-in-the-blank sentence stems, students insert only the target vocabulary word and are not required to demonstrate understanding in extended written responses. The materials do not address developing academic vocabulary, increasing comprehension, making cross-linguistic connections, or building background knowledge through written discourse.
Evaluation for 3.3e
This guidance is not applicable because the program is not designed for dual language immersion (DLI) programs.
This guidance is not applicable to the program.
3.1 Differentiation and Scaffolds
3.1a
Materials include explicit educator guidance for lessons or activities scaffolded for students who have not yet reached proficiency in prerequisite or grade-level concepts and skills.
Materials include explicit educator guidance for lessons or activities scaffolded for students who have not yet reached proficiency in prerequisite or grade-level concepts and skills.
1 out of 1 points
Evaluation for 3.1a
Evaluation for 3.1a
Materials include explicit educator guidance for lessons or activities scaffolded for students who have not yet reached proficiency in prerequisite or grade-level concepts and skills.
1 out of 1 points
The program includes built-in adaptive algorithms that provide students with practice problems for their current levels of understanding. The program automatically adjusts exercise and question difficulty according to each student’s past performance. The program also provides recommendations for differentiating prerequisite skills in a selected standard through Targeted Practice assignments.
3.1b
Materials include explicit educator guidance for language supports, including pre-teaching and embedded supports for developing academic vocabulary and unfamiliar references in text.
Materials include explicit educator guidance for language supports, including pre-teaching and embedded supports for developing academic vocabulary and unfamiliar references in text.
2 out of 4 points
Evaluation for 3.1b
Evaluation for 3.1b
Materials include explicit educator guidance for language supports, including pre-teaching and embedded supports for developing academic vocabulary and unfamiliar references in text.
2 out of 4 points
The materials include embedded supports for unfamiliar references in text. On the Nearpod platform, ESL lessons include an Academic Vocabulary Teacher Guide that provides embedded guidance to support students’ understanding of unfamiliar references during instruction, including strategies such as explaining words orally, providing student-friendly definitions, and structuring oral practice opportunities. However, the materials do not include pre-teaching supports for developing academic vocabulary or for unfamiliar references in the text.
3.1c
Materials include explicit educator guidance for enrichment and extension activities for students who have demonstrated proficiency in grade-level and above grade-level content and skills.
Materials include explicit educator guidance for enrichment and extension activities for students who have demonstrated proficiency in grade-level and above grade-level content and skills.
2 out of 2 points
Evaluation for 3.1c
Evaluation for 3.1c
Materials include explicit educator guidance for enrichment and extension activities for students who have demonstrated proficiency in grade-level and above grade-level content and skills.
2 out of 2 points
The materials include guidance to help educators identify students who are ready for enrichment or extension activities according to assignment data. The “Class Grouping” report in Freckle identifies students who have demonstrated proficiency in grade-level and above-grade-level content. The materials also provide educators with guidance on assigning activities to these students, and that guidance is organized into same-level, grade-level, and above-grade-level content.
3.1d
Digital materials include accommodations, including text-to-speech, content and language supports, and calculators that educators can enable or disable to support individual students.
Digital materials include accommodations, including text-to-speech, content and language supports, and calculators that educators can enable or disable to support individual students.
2 out of 3 points
Evaluation for 3.1d
Evaluation for 3.1d
Digital materials include accommodations, including text-to-speech, content and language supports, and calculators that educators can enable or disable to support individual students.
2 out of 3 points
The materials include text-to-speech accommodations that educators can enable or disable to support individual students. On the “Roster” page, educators can use the Edit Student feature to access student support settings and enable or disable audio settings to read aloud to individual students. However, the materials do not include content and language supports that educators can enable or disable to support individual students.
3.1e
Materials include educator guidance on offering options and supports for students to demonstrate understanding of mathematical concepts in various ways, such as perform, express, and represent.
Materials include educator guidance on offering options and supports for students to demonstrate understanding of mathematical concepts in various ways, such as perform, express, and represent.
2 out of 2 points
Evaluation for 3.1e
Evaluation for 3.1e
Materials include educator guidance on offering options and supports for students to demonstrate understanding of mathematical concepts in various ways, such as perform, express, and represent.
2 out of 2 points
The materials include IBLs that provide students multiple opportunities to engage in and demonstrate mathematical thinking. The Inquiry Sheets included in these lessons encourage a variety of problem-solving approaches, such as drawing models, creating tables or charts, and applying logical reasoning. The materials provide educators student-facing Inquiry Sheets that support students in organizing their thinking and representing mathematical concepts. The IBL educator slide decks promote diverse problem-solving strategies by encouraging students to ask clarifying questions, reflect on and revise their solutions after testing them, and collaborate with partners or in small groups to deepen their understanding.
3.2 Instructional Methods
3.2a
Materials include explicit (direct) prompts and guidance for educators to build knowledge by activating prior knowledge, anchoring big ideas, and highlighting and connecting key patterns, features, and relationships through multiple means of representation.
Materials include explicit (direct) prompts and guidance for educators to build knowledge by activating prior knowledge, anchoring big ideas, and highlighting and connecting key patterns, features, and relationships through multiple means of representation.
5 out of 5 points
Evaluation for 3.2a
Evaluation for 3.2a
Materials include explicit (direct) prompts and guidance for educators to build knowledge by activating prior knowledge, anchoring big ideas, and highlighting and connecting key patterns, features, and relationships through multiple means of representation.
5 out of 5 points
On the Nearpod platform, materials include questions designed to help educators elicit what students already know about a topic before introducing new information. These questions are embedded in the slides as a preassessment quiz to support the activation of prior knowledge. In the “Think About It” slide, the materials provide educators with questions that prompt students to make connections to related skills and support students in connecting key patterns, features, and relationships.
3.2b
If designed to be static, materials include educator guidance for effective lesson delivery and facilitation using various instructional approaches.
If designed to be static, materials include educator guidance for effective lesson delivery and facilitation using various instructional approaches.
2 out of 2 points
Evaluation for 3.2b
Evaluation for 3.2b
If designed to be static, materials include educator guidance for effective lesson delivery and facilitation using various instructional approaches.
2 out of 2 points
The Renaissance Math Solution Guide includes educator guidance for effective lesson delivery and facilitation using various instructional approaches. The guide offers eight different instructional approaches that educators can use to meet the diverse needs of all students. For example, when educators use a small-group approach, the guide instructs them to “break the class into small groups and provide pre-teach or reteach lessons using Nearpod and practice in Freckle for students that need more support.” Another instructional approach that the guide provides is inquiry-based learning. The guide provides guidance for educators on using an inquiry-based approach when they want to move “beyond procedural understanding and encourage students to explore concepts.”
3.2c
Materials include multi-tiered intervention methods for various types of practice and structures and educator guidance to support effective implementation.
Materials include multi-tiered intervention methods for various types of practice and structures and educator guidance to support effective implementation.
3 out of 3 points
Evaluation for 3.2c
Evaluation for 3.2c
Materials include multi-tiered intervention methods for various types of practice and structures and educator guidance to support effective implementation.
3 out of 3 points
The Renaissance Math Solution Guide includes educator guidance for effective lesson delivery and facilitation using various instructional approaches. The guide offers eight different instructional approaches that educators can use to meet the diverse needs of all students. For example, the small-group approach instructs educators to break the class into small groups and provide preteach or reteach lessons using Nearpod and practice in Freckle for students who need additional support. The guide also provides guidance for an inquiry-based learning approach, directing educators to use this approach when moving beyond procedural understanding to encourage students to explore concepts.
3.2d
Materials include enrichment and extension methods that support various forms of engagement, and guidance to support educators in effective implementation.
Materials include enrichment and extension methods that support various forms of engagement, and guidance to support educators in effective implementation.
2 out of 2 points
Evaluation for 3.2d
Evaluation for 3.2d
Materials include enrichment and extension methods that support various forms of engagement, and guidance to support educators in effective implementation.
2 out of 2 points
The materials provide guidance to support educators in the effective implementation of enrichment and extension methods. In the Freckle platform, educators can sort content by targeted skills and domains, building basics, extending thinking, and assessments. For extended thinking, educators can assign DOK activities—a set of higher-level thinking questions aligned with a specific standard—to help students master concepts. Students apply mathematical concepts to real-world scenarios to demonstrate their understanding. Educators can also assign IBLs, which ask students to explore math standards and build critical-thinking skills through real-world challenges. Students work with peers to create representations that demonstrate their mathematical thinking.
3.2e
Materials include prompts and guidance to support educators in providing timely feedback during lesson delivery.
Materials include prompts and guidance to support educators in providing timely feedback during lesson delivery.
2 out of 2 points
Evaluation for 3.2e
Evaluation for 3.2e
Materials include prompts and guidance to support educators in providing timely feedback during lesson delivery.
2 out of 2 points
The materials include a Live Teacher Feedback option that provides educators with guidance on delivering feedback during instruction. In the Nearpod platform, educators can use the Live Teacher Feedback feature in the educator dashboard to provide timely feedback to students as they work through lesson activities. Educators can view student responses in real time and provide feedback by directly annotating student work or leaving written comments. Students can immediately view the feedback and make adjustments to their work accordingly.
3.3 Support for Emergent Bilingual Students
3.3a
If designed to be static, materials include educator guidance on providing and incorporating linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
If designed to be static, materials include educator guidance on providing and incorporating linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
0 out of 4 points
Evaluation for 3.3a
Evaluation for 3.3a
If designed to be static, materials include educator guidance on providing and incorporating linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
0 out of 4 points
The “Immersive Reader” article provides educators with guidance on supporting students with linguistic accommodations in Nearpod lessons through the Immersive Reader feature. Educators can use this feature to provide support, such as text-to-speech, parts-of-speech identification, syllable and grammar options, picture dictionaries, and translation in more than 60 languages. However, the materials do not reference the proficiency levels identified by the ELPS, and the accommodations are generic rather than differentiated by language proficiency level.
3.3b
If designed to be adaptive, materials include embedded linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
If designed to be adaptive, materials include embedded linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
0 out of 4 points
Evaluation for 3.3b
Evaluation for 3.3b
If designed to be adaptive, materials include embedded linguistic accommodations for all levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.
0 out of 4 points
The materials provide embedded linguistic accommodations, including Spanish navigation and audio support, hints, and academic vocabulary supports, that help multilingual students access mathematical content. The materials also include proficiency descriptions for emergent bilingual students. However, these descriptions use such levels as beginner, intermediate, advanced, and advanced high rather than the ELPS proficiency levels of pre-production, beginning, intermediate, high intermediate, and advanced. Additionally, the accommodations are not differentiated by proficiency level.
3.3c
Materials include implementation guidance to support educators in effectively using the materials in state-approved bilingual/ESL programs.
Materials include implementation guidance to support educators in effectively using the materials in state-approved bilingual/ESL programs.
0 out of 1 points
Evaluation for 3.3c
Evaluation for 3.3c
Materials include implementation guidance to support educators in effectively using the materials in state-approved bilingual/ESL programs.
0 out of 1 points
Although the Solution Guide references bilingual instructional routines, vocabulary supports, and language allocation plans, these resources do not provide guidance specific to state-approved bilingual or ESL program models as defined by Texas.
3.3d
Materials include embedded guidance to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
Materials include embedded guidance to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
3 out of 8 points
Evaluation for 3.3d
Evaluation for 3.3d
Materials include embedded guidance to support emergent bilingual students in developing academic vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.
3 out of 8 points
The Nearpod Academic Vocabulary lessons pre-teach new vocabulary through an explicit instructional routine that includes modeling pronunciation, defining terms in student-friendly language, using visual representations, and checking for understanding. For example, in the Centimeter Academic Vocabulary lesson, students view real-world visual contexts and participate in think-pair-share discussions using the target vocabulary. However, the materials do not include embedded guidance to support emergent bilingual students through written discourse. Although the materials provide fill-in-the-blank sentence stems, students insert only the target vocabulary word and are not required to demonstrate understanding in extended written responses. The materials do not address developing academic vocabulary, increasing comprehension, making cross-linguistic connections, or building background knowledge through written discourse.
3.3e
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
Not applicable.
Evaluation for 3.3e
Evaluation for 3.3e
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.
Not applicable.
This guidance is not applicable to the program.
Rubric Section 4
Depth and Coherence of Key Concepts
Materials are designed to meet the rigor of the standards while connecting concepts within and across grade levels/courses.
Total
100% (16 out of 16 points)
Evaluation for 4.1a
The materials provide practice opportunities and instructional assessments throughout the learning pathways, requiring students to demonstrate depth of understanding aligned with the TEKS. In the Add Multiples of 10 to 1-Digit & 2-Digit Numbers Nearpod lesson, instruction begins with a four-question “Show What You Know” preassessment that assesses what students already know about adding a multiple of 10 to a two-digit number, including questions such as identifying which expression results in a given sum. The lesson introduces a real-world context in which students determine which potion power-up Miles needs to defeat a monster plant by solving 45 + ? = 75. Instruction then builds conceptual understanding of place value through writing and collaborative activities, including base-10 block models and a number line that shows what happens to the ones and tens digits when adding 1 versus adding 10 to the same number. Students use draggable base-ten blocks to represent the value of each potion power-up, then apply their place-value understanding to solve addition problems involving multiples of 10 and two-digit numbers, with the option to use base-ten blocks for support. The lesson concludes with a gamified postassessment that mirrors the preassessment with slightly different questions to measure student growth, with answers, explanations, and additional resources available in the Handouts feature.
The DOK Challenges in the Freckle platform provide assessment opportunities for students to demonstrate depth of understanding aligned with the TEKS. The DOK Challenges allow educators to assign a set of higher-level thinking questions for a specific standard to help students master concepts. In these challenges, students solve problems in real-world contexts and justify their responses by selecting the best evidence to support their reasoning. Additionally, the challenges require students to engage in critical thinking by identifying errors in mathematical work, evaluating and selecting appropriate problem-solving strategies, and determining the next step in the solution process.
Evaluation for 4.1b
The materials include IBLs that provide enrichment and extension opportunities to deepen students’ understanding of the TEKS through real-world, problem-based scenarios. In the Jungle Animals IBL, which addresses TEKS 1.3.B, students use addition and subtraction within 20 to monitor animal populations at a jungle pond shared by different species. Students begin by taking an initial count of all animals at the pond, then track how each group changes as the area flourishes and later suffers from a severe drought. Each day of the IBL includes an instructional video and an Inquiry Sheet for student work. As students move through the tasks, they explain their reasoning, present solutions, and engage in collaborative problem solving, progressing from solving addition problems when the sum is unknown to more-complex applications that require students to interpret and respond to changing conditions without support. This progression—from initial counting and addition to analyzing change across environmental scenarios—creates multiple entry points for students, supports conceptual development, and extends students toward grade-level and above-grade-level proficiency.
The Freckle platform includes questions and tasks that increase in rigor and complexity, supporting students in progressing toward grade-level and above-grade-level proficiency. In the adaptive learning pathways, students who demonstrate strong understanding are automatically advanced to more-challenging content, including above-grade-level questions when appropriate. The adaptive system continually adjusts according to student performance, offering remediation through scaffolded supports, such as step-by-step instructional videos, hints, and a Show Me feature when students struggle, and extending learning when students show readiness. Students can also see their current performance levels, including when they are working above their grade level, which promotes transparency and ownership of learning. As students answer questions correctly, the program increases the depth and complexity of tasks, which ensures that students are consistently challenged and supported according to their individual progress.
Evaluation for 4.2a
The materials demonstrate horizontal coherence by connecting related mathematical concepts across grade levels. The program organizes instruction around major mathematical domains and intentionally sequences lessons so that students build on previously learned concepts and make connections among patterns, big ideas, and mathematical relationships. The lessons use concrete, visual, and abstract representations to help students connect related concepts rather than learn isolated procedures. IBLs further strengthen these connections by requiring students to apply multiple mathematical ideas in authentic problem-solving contexts and by reinforcing conceptual understanding across the grade-level curriculum.
The materials demonstrate horizontal coherence by connecting patterns, big ideas, and relationships in grade 1. The Renaissance Math Teacher Guide clearly articulates the conceptual purpose of each skill and explains how it supports future learning. In the Add Multiples of 10 to 1-Digit & 2-Digit Numbers lesson, instruction begins with base-ten manipulatives and place-value disks to build conceptual understanding of how the value of each digit depends on its position, before transitioning to drawings and strategies, and ultimately to using place-value understanding abstractly to find unknown addends. Throughout the lesson, students explore how mathematical ideas connect. For example, the lesson shows how representing two-digit numbers as tens and ones supports recognizing that only the digit in the tens place changes when adding a multiple of 10 and the ones digit remains the same. The Teacher Guide notes that students will later extend this understanding to fluently add and subtract two-digit numbers within 100, reinforcing how place value concepts developed in grade 1 support more complex computation. This intentional progression helps students make meaningful connections across skills and develop a deeper, more coherent understanding of mathematics in the grade level.
Evaluation for 4.2b
The materials demonstrate vertical alignment across grade levels by building mathematical concepts and skills in a coherent, developmentally appropriate progression. The Renaissance Math Solution Guide outlines how big ideas connect across grades through clearly documented learning progressions. In grade 1, students develop foundational number sense through addition and subtraction within 20, which establishes an early equation sense and an understanding of the meaning of equality that serves as the starting point for algebraic thinking across all subsequent grades. Place value understanding begins in grade 1 with the conceptual development of tens and ones. This understanding expands to multidigit operations within 1,000 in grade 2, supports increasingly sophisticated multiplication and division strategies in grade 3, and develops into multidigit algorithmic fluency in grades 4 and 5. The Solution Guide explicitly identifies this vertical thread, showing that grade 1 content is not a collection of isolated skills but a carefully designed foundation from which number sense, place-value reasoning, and algebraic thinking grow in complexity and abstraction across grade bands. This vertical coherence ensures that each stage of learning prepares students for the next and reinforces patterns, big ideas, and relationships from one grade to the next.
In the Freckle platform, the materials demonstrate vertical coherence by connecting mathematical concepts across grade bands and adjusting instruction according to each student’s prior learning. When students struggle with a concept, the program automatically assigns prerequisite skills from earlier grade levels and continues to provide targeted support until mastery is reached. As students demonstrate proficiency with grade-level content, the program advances them to connected above-grade-level concepts in the same domain. After completing a diagnostic assessment, students are placed on personalized learning pathways that reflect their current levels of understanding. If they perform above grade level, the adaptive system immediately provides more advanced tasks to extend their learning. This structure ensures that students receive remediation, on-level practice, or enrichment aligned with their individual progress and reinforces coherent learning trajectories across grade bands.
Evaluation for 4.2c
The materials demonstrate coherence across lessons or activities by connecting students’ prior knowledge of concepts and procedures to be learned in current and future grade levels. In the Teacher Resource of the Represent and Solve Addition Problems with 3 Addends Nearpod lesson, the materials state that “Students have learned to solve addition and subtraction word problems within 20” and explains that “Students will extend their work of this skill to solve one- and two-step addition and subtraction word problems within 100.” To build conceptual understanding, the lesson begins with concrete objects. The materials incorporate 10 frames to support students in composing and decomposing 10 and reinforce that teen numbers consist of one group of tens and some ones. Additionally, students use a number line to strengthen their understanding of adding multiple addends and make connections to addition strategies that they will encounter in future grade levels.
The materials include a Renaissance Math TEKS Alignment Guide that allows educators to view the vertical alignment for each lesson. The guide lists the current grade-level TEKS or skills with hyperlinks to the corresponding assignments. The guide then identifies the aligned lesson from the previous grade and the aligned lesson from the upcoming grade. This structure allows educators to see how learning progresses across grade levels and also provides options for assigning extension lessons when students need enrichment. For example, the grade 1 alignment guide maps 1.3(A) using models to find the sum of a multiple of 10 and a one-digit number to the prerequisite lessons K.2(I) Decompose Using Expressions & Equations and K.3(A) Model Addition Within 10 and to the forthcoming lesson 2.4(B) Add & Subtract 2-Digit Numbers Within 100. Similarly, 1.6(G), partitioning 2D figures into equal parts, connects to the prior grade lesson K.6(F), Build Shapes, and prepares students for the forthcoming lessons 2.3(A) and 2.3(B), Partition Circles & Rectangles into Equal Parts.
Evaluation for 4.3a
In the Freckle adaptive pathway, the program continuously revisits previously learned skills and concepts as students progress through learning pathways or domains. Students begin each domain with a diagnostic pretest. As they work through a selected domain, Freckle’s adaptive algorithm adjusts the difficulty according to ongoing performance and returns students to earlier skills when gaps are detected. This structure creates built-in spaced retrieval opportunities as prior skills are reactivated before students advance to more-complex content. Students may move between below-grade, on-grade, and above-grade-level content in the same domain and encounter previously learned skills in new contexts across the learning pathway.
The materials provide spaced retrieval opportunities with previously learned skills and concepts across learning pathways. In the Freckle platform, educators can assign prerequisite skill assignments to recall previously learned content. For example, in the Determine 10 More and 10 Less Freckle lesson, students practice counting to 100 by tens. When students answer questions incorrectly, instructional videos and hints support student understanding. In the Targeted Practice assignments, questions provide a variety of rigor in questions related to determining ten more or less of a given set point. Additionally, printable worksheets and benchmark assessments continuously monitor students’ progression of skills.
Evaluation for 4.3b
The Freckle adaptive pathway provides interleaved practice with previously learned skills and concepts across learning pathways. In each domain, students encounter problems that draw on multiple previously learned skills rather than practicing one skill in isolation. As the adaptive algorithm advances students through a domain, the algorithm introduces problems of increasing complexity that require applying and selecting among prior skills in combination. Students who perform well on one skill are not simply given more of the same type of problem. Instead, they are moved to content in which previously learned concepts intersect with new material, requiring them to integrate skills from across the learning pathway. Additionally, because the adaptive practice spans below-grade, on-grade, and above-grade content in the same domain, students regularly encounter problems that interleave earlier foundational skills with grade-level and above-grade-level applications.
The materials provide interleaved practice opportunities with previously learned skills and concepts by connecting number line instruction to students’ prior understanding of counting, numerical order, skip counting, place value, and measurement. For example, in the Add & Subtract 2-Digit Numbers Within 100 Nearpod lesson, students apply previously learned skills to determine interval sizes, count forward and backward to identify missing values, and label points on number lines. The lesson also reinforces earlier concepts related to units, distance, and numerical relationships by asking students to create, interpret, and estimate locations on number lines. In addition, the materials connect learning across mathematical concepts and pathways by emphasizing that numbers represent both position and distance. Students draw on prior knowledge of measurement and counting to develop a deeper understanding of number magnitude, intervals, and estimation. The lesson further supports conceptual coherence by explicitly connecting number line representations to future learning involving measurement with rulers, meter sticks, and other measurement tools.
4.1 Depth of Key Concepts
4.1a
Practice opportunities throughout learning pathways (including instructional assessments) require students to demonstrate depth of understanding aligned to the TEKS.
Practice opportunities throughout learning pathways (including instructional assessments) require students to demonstrate depth of understanding aligned to the TEKS.
2 out of 2 points
Evaluation for 4.1a
Evaluation for 4.1a
Practice opportunities throughout learning pathways (including instructional assessments) require students to demonstrate depth of understanding aligned to the TEKS.
2 out of 2 points
The DOK Challenges in the Freckle platform provide assessment opportunities for students to demonstrate depth of understanding aligned with the TEKS. The DOK Challenges allow educators to assign a set of higher-level thinking questions for a specific standard to help students master concepts. In these challenges, students solve problems in real-world contexts and justify their responses by selecting the best evidence to support their reasoning. Additionally, the challenges require students to engage in critical thinking by identifying errors in mathematical work, evaluating and selecting appropriate problem-solving strategies, and determining the next step in the solution process.
4.1b
Questions and tasks, including enrichment and extension materials, increase in rigor and complexity, leading to grade-level and above grade-level proficiency in the mathematics TEKS.
Questions and tasks, including enrichment and extension materials, increase in rigor and complexity, leading to grade-level and above grade-level proficiency in the mathematics TEKS.
4 out of 4 points
Evaluation for 4.1b
Evaluation for 4.1b
Questions and tasks, including enrichment and extension materials, increase in rigor and complexity, leading to grade-level and above grade-level proficiency in the mathematics TEKS.
4 out of 4 points
The Freckle platform includes questions and tasks that increase in rigor and complexity, supporting students in progressing toward grade-level and above-grade-level proficiency. In the adaptive learning pathways, students who demonstrate strong understanding are automatically advanced to more-challenging content, including above-grade-level questions when appropriate. The adaptive system continually adjusts according to student performance, offering remediation through scaffolded supports, such as step-by-step instructional videos, hints, and a Show Me feature when students struggle, and extending learning when students show readiness. Students can also see their current performance levels, including when they are working above their grade level, which promotes transparency and ownership of learning. As students answer questions correctly, the program increases the depth and complexity of tasks, which ensures that students are consistently challenged and supported according to their individual progress.
4.2 Coherence of Key Concepts
4.2a
Materials demonstrate coherence across concepts horizontally within the grade level by connecting patterns, big ideas, and relationships.
Materials demonstrate coherence across concepts horizontally within the grade level by connecting patterns, big ideas, and relationships.
1 out of 1 points
Evaluation for 4.2a
Evaluation for 4.2a
Materials demonstrate coherence across concepts horizontally within the grade level by connecting patterns, big ideas, and relationships.
1 out of 1 points
The materials demonstrate horizontal coherence by connecting patterns, big ideas, and relationships in grade 1. The Renaissance Math Teacher Guide clearly articulates the conceptual purpose of each skill and explains how it supports future learning. In the Add Multiples of 10 to 1-Digit & 2-Digit Numbers lesson, instruction begins with base-ten manipulatives and place-value disks to build conceptual understanding of how the value of each digit depends on its position, before transitioning to drawings and strategies, and ultimately to using place-value understanding abstractly to find unknown addends. Throughout the lesson, students explore how mathematical ideas connect. For example, the lesson shows how representing two-digit numbers as tens and ones supports recognizing that only the digit in the tens place changes when adding a multiple of 10 and the ones digit remains the same. The Teacher Guide notes that students will later extend this understanding to fluently add and subtract two-digit numbers within 100, reinforcing how place value concepts developed in grade 1 support more complex computation. This intentional progression helps students make meaningful connections across skills and develop a deeper, more coherent understanding of mathematics in the grade level.
4.2b
Materials demonstrate coherence vertically across concepts and grade bands, including connections from grade K–6, by connecting patterns, big ideas, and relationships.
Materials demonstrate coherence vertically across concepts and grade bands, including connections from grade K–6, by connecting patterns, big ideas, and relationships.
1 out of 1 points
Evaluation for 4.2b
Evaluation for 4.2b
Materials demonstrate coherence vertically across concepts and grade bands, including connections from grade K–6, by connecting patterns, big ideas, and relationships.
1 out of 1 points
In the Freckle platform, the materials demonstrate vertical coherence by connecting mathematical concepts across grade bands and adjusting instruction according to each student’s prior learning. When students struggle with a concept, the program automatically assigns prerequisite skills from earlier grade levels and continues to provide targeted support until mastery is reached. As students demonstrate proficiency with grade-level content, the program advances them to connected above-grade-level concepts in the same domain. After completing a diagnostic assessment, students are placed on personalized learning pathways that reflect their current levels of understanding. If they perform above grade level, the adaptive system immediately provides more advanced tasks to extend their learning. This structure ensures that students receive remediation, on-level practice, or enrichment aligned with their individual progress and reinforces coherent learning trajectories across grade bands.
4.2c
Materials demonstrate coherence across lessons or activities by connecting students’ prior knowledge of concepts and procedures to the mathematical concepts to be learned in the current grade level and future grade levels.
Materials demonstrate coherence across lessons or activities by connecting students’ prior knowledge of concepts and procedures to the mathematical concepts to be learned in the current grade level and future grade levels.
4 out of 4 points
Evaluation for 4.2c
Evaluation for 4.2c
Materials demonstrate coherence across lessons or activities by connecting students’ prior knowledge of concepts and procedures to the mathematical concepts to be learned in the current grade level and future grade levels.
4 out of 4 points
The materials include a Renaissance Math TEKS Alignment Guide that allows educators to view the vertical alignment for each lesson. The guide lists the current grade-level TEKS or skills with hyperlinks to the corresponding assignments. The guide then identifies the aligned lesson from the previous grade and the aligned lesson from the upcoming grade. This structure allows educators to see how learning progresses across grade levels and also provides options for assigning extension lessons when students need enrichment. For example, the grade 1 alignment guide maps 1.3(A) using models to find the sum of a multiple of 10 and a one-digit number to the prerequisite lessons K.2(I) Decompose Using Expressions & Equations and K.3(A) Model Addition Within 10 and to the forthcoming lesson 2.4(B) Add & Subtract 2-Digit Numbers Within 100. Similarly, 1.6(G), partitioning 2D figures into equal parts, connects to the prior grade lesson K.6(F), Build Shapes, and prepares students for the forthcoming lessons 2.3(A) and 2.3(B), Partition Circles & Rectangles into Equal Parts.
4.3 Coherence and Variety of Practice
4.3a
Materials provide spaced retrieval opportunities with previously learned skills and concepts across learning pathways.
Materials provide spaced retrieval opportunities with previously learned skills and concepts across learning pathways.
2 out of 2 points
Evaluation for 4.3a
Evaluation for 4.3a
Materials provide spaced retrieval opportunities with previously learned skills and concepts across learning pathways.
2 out of 2 points
The materials provide spaced retrieval opportunities with previously learned skills and concepts across learning pathways. In the Freckle platform, educators can assign prerequisite skill assignments to recall previously learned content. For example, in the Determine 10 More and 10 Less Freckle lesson, students practice counting to 100 by tens. When students answer questions incorrectly, instructional videos and hints support student understanding. In the Targeted Practice assignments, questions provide a variety of rigor in questions related to determining ten more or less of a given set point. Additionally, printable worksheets and benchmark assessments continuously monitor students’ progression of skills.
4.3b
Materials provide interleaved practice opportunities with previously learned skills and concepts across learning pathways.
Materials provide interleaved practice opportunities with previously learned skills and concepts across learning pathways.
2 out of 2 points
Evaluation for 4.3b
Evaluation for 4.3b
Materials provide interleaved practice opportunities with previously learned skills and concepts across learning pathways.
2 out of 2 points
The materials provide interleaved practice opportunities with previously learned skills and concepts by connecting number line instruction to students’ prior understanding of counting, numerical order, skip counting, place value, and measurement. For example, in the Add & Subtract 2-Digit Numbers Within 100 Nearpod lesson, students apply previously learned skills to determine interval sizes, count forward and backward to identify missing values, and label points on number lines. The lesson also reinforces earlier concepts related to units, distance, and numerical relationships by asking students to create, interpret, and estimate locations on number lines. In addition, the materials connect learning across mathematical concepts and pathways by emphasizing that numbers represent both position and distance. Students draw on prior knowledge of measurement and counting to develop a deeper understanding of number magnitude, intervals, and estimation. The lesson further supports conceptual coherence by explicitly connecting number line representations to future learning involving measurement with rulers, meter sticks, and other measurement tools.
Rubric Section 5
Balance of Conceptual and Procedural Understanding
Materials are designed to balance conceptual understanding, procedural skills, and fluency.
Total
82% (31 out of 38 points)
Evaluation for 5.1a
The materials include questions and tasks that require students to interpret, analyze, and evaluate mathematical models in the “Add and Subtract Within 20 Using Place Value” lesson. Students interpret base-ten block models to determine the values of rods and units and respond to prompts such as “How many more ones does the 8 need to make a ten?” Students analyze models when comparing expressions, such as 12 + 3, 16 + 2, and 15 + 4, explain what happens to the ones and tens digits, and identify patterns. Students then evaluate models by creating their own representations using drag-and-drop tools during the Check for Understanding activity and applying these representations to decompose tens when subtracting.
The materials provide a lesson with multiple representations to help students practice addition and subtraction with multiples of 10. Students use base-ten blocks, number lines, and the count-on strategy to solve problems, giving them access to both concrete and visual models that support place-value reasoning. Questions such as “What pattern do you notice?” and “How can this help you add in your head?” prompt students to connect representations to mental math strategies and articulate the relationships they observe, engaging them in modeling, pattern recognition, and strategic reasoning.
Evaluation for 5.1b
Students work with base-ten blocks representing the numbers 5 and 50 and respond to prompts such as “How are these two numbers similar? How are they different?” This supports students in interpreting and comparing pictorial representations of place value. Students then extend their understanding by manipulating base-ten blocks digitally, dragging and dropping units and rods to represent a given number, thereby creating concrete models of place-value quantities.
A single-digit subtraction four-lesson unit addressing TEKS 1.3A provides clear opportunities for students to create concrete models and pictorial representations. Students begin by modeling subtraction with hands-on and digital manipulatives, physically building and removing groups of counters to show taking away. Students then transition to creating pictorial representations by drawing pictures that mirror the concrete actions performed with manipulatives. Finally, students represent the same subtraction situations using mathematical symbols, following a progression from concrete to pictorial to abstract, which requires them to actively construct their own models at each stage.
Evaluation for 5.1c
In the Solve Add To/Take From Problems Within 20 lesson, students make sense of a contextual problem about geckos in a tree by identifying the starting amount, the change, and the result and use pictorial representations to connect the story context to the underlying addition and subtraction structures. After developing this conceptual understanding, students apply it to new contexts and solve word problems about stickers and pencils that require students to transfer their understanding of add to or take from situations to different scenarios. Students then extend this application by writing number bonds and generating four related equations and demonstrate their ability to apply conceptual understanding of part-part-whole relationships and operation structure across multiple contexts.
The materials further provide opportunities for students to apply conceptual understanding through IBLs in authentic contexts. In an IBL, students assume the role of employees at a puzzle-making company, applying their understanding of two-dimensional shapes to classify puzzle pieces according to their attributes. Students then transfer this knowledge to a new problem by designing a composite shape puzzle for the company’s 50th anniversary. This task requires students to combine shapes strategically, justify their design decisions, and apply geometric reasoning in a novel, real-world context, which demonstrates flexible application of conceptual understanding beyond routine practice.
Evaluation for 5.2a
The materials include a Fact Practice component in the Freckle platform that is intentionally designed to build students’ automaticity and fluency with basic math facts. Students engage in Fact Practice sessions twice a day by selecting each equation and typing the answer, which promotes repeated exposure and rapid recall. After each response, students receive immediate feedback indicating whether the answer is correct, allowing them to self-correct and strengthen accuracy over time. This consistent, high-frequency practice supports the development of efficient retrieval of math facts and reinforces the fluency needed to complete grade-level mathematical tasks.
Through a spaceship-themed matching activity, the materials provide opportunities for students to build fluency with basic math facts. Students match expressions, such as 3 + 2, 5 + 4, 9 − 1, 3 + 4, and 6 − 3, to their sums and differences within 10. The matching format encourages quick mental computation rather than written algorithms, which supports fact fluency. The rule that more than one spaceship can go to the same planet reinforces that multiple expressions can equal the same value and helps build number sense and recall.
Evaluation for 5.2b
The IBL for TEKS 1.6G provides opportunities for students to apply partitioning procedures efficiently, flexibly, and accurately across a multi-day learning arc. Through the Sullivan County Fair pie contest narrative, students repeatedly partition shapes in varied contexts, such as by arranging tables, dividing peaches, checking competitors’ partitions, and planning pie quantities. These shifting scenarios require students to flexibly transfer the same partitioning procedures to new situations, and the rule-checking task reinforces accuracy by requiring students to determine whether partitions meet contest requirements. The planning task further supports efficiency by prompting students to compare approaches, building efficient, flexible, and accurate applications of partitioning procedures throughout the pathway.
The materials provide opportunities for students to apply mathematical procedures flexibly and accurately as they move among different representations of number lines. After drawing their own number lines and analyzing an initial pictorial representation, students manipulate digital vegetable tag models to reconstruct the number line with correct spacing and sequencing. This task requires students to adjust intervals, correct errors, and ensure that values are ordered accurately, which reinforces precise procedural execution. By engaging with the same procedure—constructing a number line—across hand-drawn, pictorial, and digital formats, students develop flexibility in how they apply and adapt it, and the interactive correction process strengthens accuracy by verifying equal intervals and proper placement.
Evaluation for 5.2c
In the Fluently Add & Subtract Within 10 Nearpod lesson, students engage with multiple strategies for solving addition and subtraction problems using both structured and open number lines, including adding tens and ones separately, counting to the next multiple of ten and adjusting, and decomposing two-digit numbers by place value. The Renaissance Math Teacher Guide prompts educators to ask, “Which strategy do you think will work best for this problem? Why?” and “Which strategy worked best for you today? Why do you think that is?” which supports students in reflecting on and evaluating the efficiency, flexibility, and accuracy of different approaches.
The IBLs provide opportunities for students to evaluate mathematical representations, models, and solutions for efficiency, flexibility, and accuracy. After students present their daily findings, educators lead students through a class discussion using the following prompts: “I agree with _____ because _____,” “I solved it differently than _____ because _____,” and “The way that _____ explained the solution caused me to change my thinking because _____.”
Evaluation for 5.2d
The materials provide guidance to help students solve problems. In the Freckle adaptive pathway, students receive instructional support when they encounter a review question. When students select the Teach Me feature, a two-part instruction slide presents a step-by-step example of how to solve a similar problem. Students may also select a hint, which provides a different visual and example of what the question is asking.
The Jungle Animals IBL on the Freckle platform provides students with increasingly efficient approaches to solving mathematics problems. Students work in collaborative groups to solve real-world word problems within 20, and the Teacher Guide provides daily tasks and reflection questions. Prompts, such as “I solved it differently than _____ because _____” and “The way that _____ explained the solution caused me to change my thinking because _____,” support students in comparing approaches and selecting more-efficient methods for solving problems.
Evaluation for 5.3a
The materials provide a “Design a Balanced Instructional Approach” document that explains how the program integrates conceptual understanding, procedural fluency, and application. Nearpod’s models, manipulatives, and exploratory activities support conceptual understanding. Educators can assign targeted Freckle practice aligned with daily lessons to support procedural fluency. Educators can incorporate Freckle’s IBLs and real-world challenges to reinforce application.
The Represent and Solve Addition Problems Nearpod lesson guides students through a progression that explicitly addresses both the conceptual and procedural emphasis of the TEKS. Students begin by counting pictorial objects, then move to counting 10 frames, and finally apply the count-on strategy on a number line, which builds conceptual understanding of counting within 120. This conceptual sequence transitions to procedural application when students use these skills to solve a word problem by counting all objects in the scenario to determine the sum.
Evaluation for 5.3b
The Freckle Targeted Practice assignments provide opportunities for students to progress from concrete and pictorial representations to abstract mathematical reasoning. Students interpret pictorial models and connect those visual representations to abstract numerical representations, which supports the development of mathematical understanding as students transition from visual models to symbolic reasoning.
The Teacher Guide for the Find 10 More and 10 Less Nearpod lesson states, “Instruction should begin with a concrete representation of place value using base-ten manipulatives or place value disks to add or subtract 10 from multiples of ten.” As the lesson progresses, students engage with pictorial representations of bags of cascarones and practice skip counting by tens to determine how many cascarones a character has. Students then relate these pictorial models to number lines and place value charts as abstract representations.
Evaluation for 5.3c
The County Fair Pie Contest IBL supports students in connecting, creating, defining, and explaining concrete and representational models to abstract concepts. Students partition round and rectangular tables using real-world connections to a pie contest, and analyze pie ingredients to determine whether contestants meet the partitioning rules, requiring students to interpret real-world situations and represent them mathematically. Inquiry prompts, such as “Draw a sandwich and split it into two equal halves” and “If Linda cut her cake into quarters, how many people can have a slice?” and reflection questions, such as “What did your group do best?” and “What would you do differently?” support students in defining, creating, and explaining how their concrete and representational models connect to abstract reasoning.
The materials provide opportunities for students to connect concrete, pictorial, and abstract models in the Freckle DOK 1.7D activity. Students interpret a visual model to determine the number of cubes represented by a ship, order multiple ships from greatest to least according to the quantities shown, and determine whether a ship will fit in a given space. These tasks require students to analyze visual models, apply quantitative reasoning, and connect concrete and pictorial representations to abstract mathematical concepts.
Evaluation for 5.4a
In the Three Dimensional Shape Sort Nearpod lesson, students sort pictorial representations of six three-dimensional figures into two groups: shapes with curved surfaces, such as a cylinder, sphere, and cone, and shapes with straight edges, such as a cube and two prisms. Students select from a word bank of attribute terms—surfaces, edges, vertices, faces, straight, curved, flat, and zero—to label why each group of shapes belongs together.
After sorting, students in the Three Dimensional Shape Sort lesson complete sentence frames, such as “This is a _____. It has _____ _____,” to describe individual three-dimensional shapes, including a cylinder and a cube. Guided by a character prompt, students select terms such as surfaces, edges, vertices, and faces from the same word bank to name each shape and describe its properties, applying the vocabulary practiced during sorting to a new, sentence-level context.
Evaluation for 5.4b
Although generic sentence stems are provided for educators, these stems are not lesson-specific, are not tied to the mathematical concepts being taught, and do not guide educators in prompting students to use vocabulary authentically when communicating with peers or educators. The materials lack explicit supports, such as modeled prompts, targeted questioning strategies, or structured discourse routines, to help students practice and extend their use of academic mathematical language in the context of each lesson.
The educator resource for the Add Multiples of 10 to 1-Digit & 2-Digit Numbers lesson defines vocabulary terms, such as place value, sum, and multiples of 10, and offers guiding questions, such as “What steps can you take to find the unknown in 32 + ? = 72 using place value?” to help educators structure instruction around these terms. However, the educator references these supports when planning and delivering the lesson, and the educator resource does not include prompts, sentence stems, or discourse routines to help educators scaffold, support, or extend students’ use of this vocabulary when communicating with peers or educators.
Evaluation for 5.4c
The Renaissance Math Solution Guide includes general sample sentence frames, such as “I used _____” and “I know my answer is right because _____,” and guidance encouraging educators to use interactive checks and require structured talk to support students’ application of academic mathematical language during discourse. These prompts give educators a consistent structure for prompting students to communicate their reasoning using academic vocabulary across lessons.
Students analyze a 10-frame visual and use fill-in-the-blank sentence frames to make mathematical observations about the 10 frame, such as “There are _____ sections in the top row and _____ sections in the bottom row. When the frame is full, we have one group of _____.” These embedded stems scaffold students’ use of academic vocabulary when they describe quantities and explain the relationship between the 10 frames’ structure and the quantities represented. By pairing the visual with structured language supports, the materials give students a consistent structure for describing what they observe using precise mathematical terms.
Evaluation for 5.4d
In Nearpod lessons, a “Think About It” section presents students a problem that the lesson revisits at later points, prompting students to explain their thinking, share background knowledge, and engage in peer discussion. These structured conversations help students hear mathematical language when classmates articulate their reasoning, and the conversations also support students in refining and using mathematical vocabulary when they respond, clarify ideas, and discuss mathematical relationships. This embedded routine strengthens students’ ability to communicate mathematically.
Freckle’s Peer-to-Peer Math Supports give students the names of up to three classmates who have already mastered the standard they’re working on, which creates opportunities for students to hear mathematical language from a peer when they are stuck. This support complements the Nearpod “Think About It” routine by extending the opportunity to hear peer input into independent Freckle practice, beyond whole-class or small-group settings.
Evaluation for 5.4e
In the Teacher Guide for the Nearpod lessons, the materials include answer keys for assessments, such as multiple-choice questions, draw-it, matching pairs, and drag-and-drop. However, the answer keys show only the correct response and do not include exemplar work or a variety of anticipated student answers. Nearpod skill resources include a “Common Misconceptions” section in the Teacher Resource. However, this section is separate from the answer key and identifies only one general misconception, rather than providing redirection questions or alternative strategies when educators check student work.
In the IBLs on the Freckle platform, the materials include answer keys for activities, such as daily reviews and the daily inquiry task. However, these answer keys show only a single equation or expression used to arrive at the correct answer and do not include exemplar responses or a range of anticipated student work. The “Providing Feedback” section outlines redirect scripts and next-step actions for common error types, but this guidance is not embedded in the IBL answer key, so educators receive no anticipated-response or redirection support at the point of grading.
Evaluation for 5.5a
Each IBL on the Freckle platform structures students’ daily work around TEKS 1.1B and guides them through a problem-solving model that involves analyzing given information, forming a plan, reaching a solution, and evaluating the reasonableness of that solution. On each day of the IBL, students take the given information, form a plan, and work toward a solution. At the end of the lesson, students present their findings to the class, applying TEKS 1.1A by using this problem-solving model to address a real-world task.
In the Use Ten Frames to Add 10 and a Single Digit Number Nearpod lesson, students apply the TEKS process standard 1.1C by selecting from a water droplet tool bank—a group of 10 droplets and a single droplet—to complete a 10 frame that represents each equation shown on a character’s umbrella, such as “10 + _____ = 13” and “10 + 7 = _____.” After filling the 10 frame with the appropriate number of droplets, students read the resulting quantity and select the matching number tile, such as 11, 12, 13, and 14, to write the missing addend or sum in the equation. This rain-themed scenario also reflects the TEKS process standard 1.1A by applying mathematics to an everyday, real-world context. Students further apply the TEKS process standard 1.1E by using the 10-frame model to organize and record their thinking and translate a picture of two children in the rain to a concrete representation of a two-addend equation before determining the unknown value.
Evaluation for 5.5b
The Renaissance Math Solution Guide lists and explains how process standards are included in the materials. However, this explanation is limited to a single general description rather than describing how the TEKS process standards are incorporated and connected throughout the program’s learning pathways. For example, the materials state, “In Renaissance Math, each skill area includes two activities intentionally designed to address specific process standards. Each activity is accompanied by a teacher resource that clearly outlines the learning goals and the targeted process standard. These resources are crafted to help students connect mathematical content with the ways they engage in and make sense of mathematics.” Although the materials reference how the process standards are included, they do not describe where they are incorporated throughout the learning pathways.
The scope table in the Solution Guide and the “Alignment Across and Within Grades” section address how content skills are incorporated and connected across grade levels. However, neither resource extends this same treatment to the TEKS process standards. The scope table charts only content skills, such as place value, fractions, and measurement, and resource titles by grade level by marking which domains appear in which grades. The “Alignment Across and Within Grades” section goes further for content, offering a narrative description of how strands, such as number sense and operations, fractions and decimals, and place value, build in sophistication from grade to grade. However, this narrative description is limited to content domains and does not reference how the TEKS process standards are incorporated or connected across those same learning pathways. As a result, an educator using the Solution Guide can see which content skills appear at each grade level and how those skills progress over time, but the materials do not provide a comparable description showing how the TEKS process standards are incorporated and connected throughout the program’s learning pathways.
Evaluation for 5.5c
The Renaissance Math Solution Guide includes a list of the TEKS process standards and states that “in Renaissance Math, each skill area includes two activities intentionally designed to address specific process standards” and that “each activity is accompanied by a teacher resource that clearly outlines the learning goals and the targeted process standard.” However, this description appears in only the “General Overview” section of the Solution Guide, and the guide does not show which process standard applies to any individual lesson.
The Teacher Resource template used for individual Nearpod lessons, such as Add Multiples of 10 to Find Sums Within 100, does not include a TEKS process-standard reference in the lesson document. Nearpod’s standard Teacher Resource template instead includes a “Mathematical Practice Application” section that labels each skill’s activities with a Common Core Standard for Mathematical Practice—for example, MP1: Make sense of problems and persevere in solving them for the Drag and Drop activity—but does not include an overview of which TEKS process standards apply to that lesson’s activities.
5.1 Development of Conceptual Understanding
5.1a
Questions and tasks provide opportunities for students to interpret, analyze, and evaluate models and representations for mathematical concepts and situations.
Questions and tasks provide opportunities for students to interpret, analyze, and evaluate models and representations for mathematical concepts and situations.
3 out of 3 points
Evaluation for 5.1a
Evaluation for 5.1a
Questions and tasks provide opportunities for students to interpret, analyze, and evaluate models and representations for mathematical concepts and situations.
3 out of 3 points
The materials provide a lesson with multiple representations to help students practice addition and subtraction with multiples of 10. Students use base-ten blocks, number lines, and the count-on strategy to solve problems, giving them access to both concrete and visual models that support place-value reasoning. Questions such as “What pattern do you notice?” and “How can this help you add in your head?” prompt students to connect representations to mental math strategies and articulate the relationships they observe, engaging them in modeling, pattern recognition, and strategic reasoning.
5.1b
Questions and tasks provide opportunities for students to create concrete models and pictorial representations to represent mathematical situations.
Questions and tasks provide opportunities for students to create concrete models and pictorial representations to represent mathematical situations.
2 out of 2 points
Evaluation for 5.1b
Evaluation for 5.1b
Questions and tasks provide opportunities for students to create concrete models and pictorial representations to represent mathematical situations.
2 out of 2 points
A single-digit subtraction four-lesson unit addressing TEKS 1.3A provides clear opportunities for students to create concrete models and pictorial representations. Students begin by modeling subtraction with hands-on and digital manipulatives, physically building and removing groups of counters to show taking away. Students then transition to creating pictorial representations by drawing pictures that mirror the concrete actions performed with manipulatives. Finally, students represent the same subtraction situations using mathematical symbols, following a progression from concrete to pictorial to abstract, which requires them to actively construct their own models at each stage.
5.1c
Questions and tasks provide opportunities for students to apply conceptual understanding to new problem situations and contexts.
Questions and tasks provide opportunities for students to apply conceptual understanding to new problem situations and contexts.
1 out of 1 points
Evaluation for 5.1c
Evaluation for 5.1c
Questions and tasks provide opportunities for students to apply conceptual understanding to new problem situations and contexts.
1 out of 1 points
The materials further provide opportunities for students to apply conceptual understanding through IBLs in authentic contexts. In an IBL, students assume the role of employees at a puzzle-making company, applying their understanding of two-dimensional shapes to classify puzzle pieces according to their attributes. Students then transfer this knowledge to a new problem by designing a composite shape puzzle for the company’s 50th anniversary. This task requires students to combine shapes strategically, justify their design decisions, and apply geometric reasoning in a novel, real-world context, which demonstrates flexible application of conceptual understanding beyond routine practice.
5.2 Development of Fluency
5.2a
Materials provide tasks that are designed to build student automaticity and fluency necessary to complete grade-level mathematical tasks.
Materials provide tasks that are designed to build student automaticity and fluency necessary to complete grade-level mathematical tasks.
2 out of 2 points
Evaluation for 5.2a
Evaluation for 5.2a
Materials provide tasks that are designed to build student automaticity and fluency necessary to complete grade-level mathematical tasks.
2 out of 2 points
Through a spaceship-themed matching activity, the materials provide opportunities for students to build fluency with basic math facts. Students match expressions, such as 3 + 2, 5 + 4, 9 − 1, 3 + 4, and 6 − 3, to their sums and differences within 10. The matching format encourages quick mental computation rather than written algorithms, which supports fact fluency. The rule that more than one spaceship can go to the same planet reinforces that multiple expressions can equal the same value and helps build number sense and recall.
5.2b
Materials provide opportunities for students to practice the application of efficient, flexible, and accurate mathematical procedures throughout learning pathways.
Materials provide opportunities for students to practice the application of efficient, flexible, and accurate mathematical procedures throughout learning pathways.
3 out of 3 points
Evaluation for 5.2b
Evaluation for 5.2b
Materials provide opportunities for students to practice the application of efficient, flexible, and accurate mathematical procedures throughout learning pathways.
3 out of 3 points
The materials provide opportunities for students to apply mathematical procedures flexibly and accurately as they move among different representations of number lines. After drawing their own number lines and analyzing an initial pictorial representation, students manipulate digital vegetable tag models to reconstruct the number line with correct spacing and sequencing. This task requires students to adjust intervals, correct errors, and ensure that values are ordered accurately, which reinforces precise procedural execution. By engaging with the same procedure—constructing a number line—across hand-drawn, pictorial, and digital formats, students develop flexibility in how they apply and adapt it, and the interactive correction process strengthens accuracy by verifying equal intervals and proper placement.
5.2c
Materials provide opportunities for students to evaluate mathematical representations, models, strategies, and solutions for efficiency, flexibility, and accuracy throughout learning pathways.
Materials provide opportunities for students to evaluate mathematical representations, models, strategies, and solutions for efficiency, flexibility, and accuracy throughout learning pathways.
3 out of 3 points
Evaluation for 5.2c
Evaluation for 5.2c
Materials provide opportunities for students to evaluate mathematical representations, models, strategies, and solutions for efficiency, flexibility, and accuracy throughout learning pathways.
3 out of 3 points
The IBLs provide opportunities for students to evaluate mathematical representations, models, and solutions for efficiency, flexibility, and accuracy. After students present their daily findings, educators lead students through a class discussion using the following prompts: “I agree with _____ because _____,” “I solved it differently than _____ because _____,” and “The way that _____ explained the solution caused me to change my thinking because _____.”
5.2d
Materials contain guidance to support students in selecting increasingly efficient approaches to solve mathematics problems.
Materials contain guidance to support students in selecting increasingly efficient approaches to solve mathematics problems.
1 out of 1 points
Evaluation for 5.2d
Evaluation for 5.2d
Materials contain guidance to support students in selecting increasingly efficient approaches to solve mathematics problems.
1 out of 1 points
The Jungle Animals IBL on the Freckle platform provides students with increasingly efficient approaches to solving mathematics problems. Students work in collaborative groups to solve real-world word problems within 20, and the Teacher Guide provides daily tasks and reflection questions. Prompts, such as “I solved it differently than _____ because _____” and “The way that _____ explained the solution caused me to change my thinking because _____,” support students in comparing approaches and selecting more-efficient methods for solving problems.
5.3 Balance of Conceptual Understanding and Procedural Fluency
5.3a
Materials explicitly state how the conceptual and procedural emphasis of the TEKS are addressed.
Materials explicitly state how the conceptual and procedural emphasis of the TEKS are addressed.
2 out of 2 points
Evaluation for 5.3a
Evaluation for 5.3a
Materials explicitly state how the conceptual and procedural emphasis of the TEKS are addressed.
2 out of 2 points
The Represent and Solve Addition Problems Nearpod lesson guides students through a progression that explicitly addresses both the conceptual and procedural emphasis of the TEKS. Students begin by counting pictorial objects, then move to counting 10 frames, and finally apply the count-on strategy on a number line, which builds conceptual understanding of counting within 120. This conceptual sequence transitions to procedural application when students use these skills to solve a word problem by counting all objects in the scenario to determine the sum.
5.3b
Questions and tasks provide opportunities for students to use concrete models, pictorial representations, and abstract models as required by the TEKS.
Questions and tasks provide opportunities for students to use concrete models, pictorial representations, and abstract models as required by the TEKS.
3 out of 3 points
Evaluation for 5.3b
Evaluation for 5.3b
Questions and tasks provide opportunities for students to use concrete models, pictorial representations, and abstract models as required by the TEKS.
3 out of 3 points
The Teacher Guide for the Find 10 More and 10 Less Nearpod lesson states, “Instruction should begin with a concrete representation of place value using base-ten manipulatives or place value disks to add or subtract 10 from multiples of ten.” As the lesson progresses, students engage with pictorial representations of bags of cascarones and practice skip counting by tens to determine how many cascarones a character has. Students then relate these pictorial models to number lines and place value charts as abstract representations.
5.3c
Materials include supports for students in connecting, creating, defining, and explaining concrete and representational models to abstract (symbolic/numeric/algorithmic) concepts, as required by the TEKS.
Materials include supports for students in connecting, creating, defining, and explaining concrete and representational models to abstract (symbolic/numeric/algorithmic) concepts, as required by the TEKS.
6 out of 6 points
Evaluation for 5.3c
Evaluation for 5.3c
Materials include supports for students in connecting, creating, defining, and explaining concrete and representational models to abstract (symbolic/numeric/algorithmic) concepts, as required by the TEKS.
6 out of 6 points
The materials provide opportunities for students to connect concrete, pictorial, and abstract models in the Freckle DOK 1.7D activity. Students interpret a visual model to determine the number of cubes represented by a ship, order multiple ships from greatest to least according to the quantities shown, and determine whether a ship will fit in a given space. These tasks require students to analyze visual models, apply quantitative reasoning, and connect concrete and pictorial representations to abstract mathematical concepts.
5.4 Development of Academic Mathematical Language
5.4a
Materials provide opportunities for students to develop academic mathematical language using visuals, manipulatives, or other language development strategies.
Materials provide opportunities for students to develop academic mathematical language using visuals, manipulatives, or other language development strategies.
1 out of 1 points
Evaluation for 5.4a
Evaluation for 5.4a
Materials provide opportunities for students to develop academic mathematical language using visuals, manipulatives, or other language development strategies.
1 out of 1 points
After sorting, students in the Three Dimensional Shape Sort lesson complete sentence frames, such as “This is a _____. It has _____ _____,” to describe individual three-dimensional shapes, including a cylinder and a cube. Guided by a character prompt, students select terms such as surfaces, edges, vertices, and faces from the same word bank to name each shape and describe its properties, applying the vocabulary practiced during sorting to a new, sentence-level context.
5.4b
Materials include embedded educator guidance to scaffold, support, and extend students’ use of academic mathematical vocabulary in context when communicating with peers and educators.
Materials include embedded educator guidance to scaffold, support, and extend students’ use of academic mathematical vocabulary in context when communicating with peers and educators.
0 out of 2 points
Evaluation for 5.4b
Evaluation for 5.4b
Materials include embedded educator guidance to scaffold, support, and extend students’ use of academic mathematical vocabulary in context when communicating with peers and educators.
0 out of 2 points
The educator resource for the Add Multiples of 10 to 1-Digit & 2-Digit Numbers lesson defines vocabulary terms, such as place value, sum, and multiples of 10, and offers guiding questions, such as “What steps can you take to find the unknown in 32 + ? = 72 using place value?” to help educators structure instruction around these terms. However, the educator references these supports when planning and delivering the lesson, and the educator resource does not include prompts, sentence stems, or discourse routines to help educators scaffold, support, or extend students’ use of this vocabulary when communicating with peers or educators.
5.4c
Materials include embedded guidance to support student application of appropriate mathematical language and academic vocabulary in discourse.
Materials include embedded guidance to support student application of appropriate mathematical language and academic vocabulary in discourse.
1 out of 1 points
Evaluation for 5.4c
Evaluation for 5.4c
Materials include embedded guidance to support student application of appropriate mathematical language and academic vocabulary in discourse.
1 out of 1 points
Students analyze a 10-frame visual and use fill-in-the-blank sentence frames to make mathematical observations about the 10 frame, such as “There are _____ sections in the top row and _____ sections in the bottom row. When the frame is full, we have one group of _____.” These embedded stems scaffold students’ use of academic vocabulary when they describe quantities and explain the relationship between the 10 frames’ structure and the quantities represented. By pairing the visual with structured language supports, the materials give students a consistent structure for describing what they observe using precise mathematical terms.
5.4d
Materials include embedded guidance to facilitate mathematical conversations allowing students to hear, refine, and use math language with peers.
Materials include embedded guidance to facilitate mathematical conversations allowing students to hear, refine, and use math language with peers.
2 out of 2 points
Evaluation for 5.4d
Evaluation for 5.4d
Materials include embedded guidance to facilitate mathematical conversations allowing students to hear, refine, and use math language with peers.
2 out of 2 points
Freckle’s Peer-to-Peer Math Supports give students the names of up to three classmates who have already mastered the standard they’re working on, which creates opportunities for students to hear mathematical language from a peer when they are stuck. This support complements the Nearpod “Think About It” routine by extending the opportunity to hear peer input into independent Freckle practice, beyond whole-class or small-group settings.
5.4e
Materials include embedded guidance to anticipate a variety of student answers including exemplar responses to questions and tasks, including guidance to support and/or redirect inaccurate student responses.
Materials include embedded guidance to anticipate a variety of student answers including exemplar responses to questions and tasks, including guidance to support and/or redirect inaccurate student responses.
0 out of 2 points
Evaluation for 5.4e
Evaluation for 5.4e
Materials include embedded guidance to anticipate a variety of student answers including exemplar responses to questions and tasks, including guidance to support and/or redirect inaccurate student responses.
0 out of 2 points
In the IBLs on the Freckle platform, the materials include answer keys for activities, such as daily reviews and the daily inquiry task. However, these answer keys show only a single equation or expression used to arrive at the correct answer and do not include exemplar responses or a range of anticipated student work. The “Providing Feedback” section outlines redirect scripts and next-step actions for common error types, but this guidance is not embedded in the IBL answer key, so educators receive no anticipated-response or redirection support at the point of grading.
5.5 Process Standards Connections
5.5a
TEKS process standards are integrated appropriately into the materials.
TEKS process standards are integrated appropriately into the materials.
1 out of 1 points
Evaluation for 5.5a
Evaluation for 5.5a
TEKS process standards are integrated appropriately into the materials.
1 out of 1 points
In the Use Ten Frames to Add 10 and a Single Digit Number Nearpod lesson, students apply the TEKS process standard 1.1C by selecting from a water droplet tool bank—a group of 10 droplets and a single droplet—to complete a 10 frame that represents each equation shown on a character’s umbrella, such as “10 + _____ = 13” and “10 + 7 = _____.” After filling the 10 frame with the appropriate number of droplets, students read the resulting quantity and select the matching number tile, such as 11, 12, 13, and 14, to write the missing addend or sum in the equation. This rain-themed scenario also reflects the TEKS process standard 1.1A by applying mathematics to an everyday, real-world context. Students further apply the TEKS process standard 1.1E by using the 10-frame model to organize and record their thinking and translate a picture of two children in the rain to a concrete representation of a two-addend equation before determining the unknown value.
5.5b
Materials include a description of how process standards are incorporated and connected throughout the learning pathways.
Materials include a description of how process standards are incorporated and connected throughout the learning pathways.
0 out of 2 points
Evaluation for 5.5b
Evaluation for 5.5b
Materials include a description of how process standards are incorporated and connected throughout the learning pathways.
0 out of 2 points
The scope table in the Solution Guide and the “Alignment Across and Within Grades” section address how content skills are incorporated and connected across grade levels. However, neither resource extends this same treatment to the TEKS process standards. The scope table charts only content skills, such as place value, fractions, and measurement, and resource titles by grade level by marking which domains appear in which grades. The “Alignment Across and Within Grades” section goes further for content, offering a narrative description of how strands, such as number sense and operations, fractions and decimals, and place value, build in sophistication from grade to grade. However, this narrative description is limited to content domains and does not reference how the TEKS process standards are incorporated or connected across those same learning pathways. As a result, an educator using the Solution Guide can see which content skills appear at each grade level and how those skills progress over time, but the materials do not provide a comparable description showing how the TEKS process standards are incorporated and connected throughout the program’s learning pathways.
5.5c
Materials include an overview of the TEKS process standards incorporated into each lesson.
Materials include an overview of the TEKS process standards incorporated into each lesson.
0 out of 1 points
Evaluation for 5.5c
Evaluation for 5.5c
Materials include an overview of the TEKS process standards incorporated into each lesson.
0 out of 1 points
The Teacher Resource template used for individual Nearpod lessons, such as Add Multiples of 10 to Find Sums Within 100, does not include a TEKS process-standard reference in the lesson document. Nearpod’s standard Teacher Resource template instead includes a “Mathematical Practice Application” section that labels each skill’s activities with a Common Core Standard for Mathematical Practice—for example, MP1: Make sense of problems and persevere in solving them for the Drag and Drop activity—but does not include an overview of which TEKS process standards apply to that lesson’s activities.
Rubric Section 6
Productive Struggle
Materials support students in applying disciplinary practices to productive problem-solving, including explaining and revising their thinking.
Total
89% (17 out of 19 points)
Evaluation for 6.1a
The IBL engages students in mathematical thinking, perseverance, and sense-making through a meaningful real-world context. Students analyze changes in groups of animals at a shared pond by applying addition and subtraction within 20 to determine the total number of animals after population increases and decreases. Rather than following a prescribed procedure, students interpret the changing situation, determine whether addition or subtraction is needed, and justify their solution strategies. As students monitor animal populations across multiple scenarios, they persevere by tracking changes over time, revising their calculations when new information emerges, using prior results to solve subsequent problems, and continuing through each stage of the task rather than relying on a single-step solution. Students make sense of mathematics by connecting addition and subtraction to the pond scenario, explaining how quantities increase and decrease, relating mathematical operations to events in the context, and developing an understanding of how addition and subtraction model real-world situations.
The Solve Results Unknown, Add To/Take From Problems Within 20 lesson engages students in mathematical thinking, perseverance, and sense-making. Students begin to make sense of mathematics when responding to the prompt “How can we figure out how many apples Vanessa put in the basket altogether?” and by identifying what information they have and what information they still need as they interpret the problem. They persevere through problem-solving by creating a pictorial model to represent the word problem and working through the steps needed to determine the unknown result. Students extend their thinking by solving a subsequent problem with fewer supports, providing continued opportunities to persevere and think mathematically as they apply their understanding independently.
Evaluation for 6.1b
The materials include a lesson that guides students in understanding, explaining, and justifying multiple solution paths. The lesson opens with an open-ended inquiry, “What combo of bags and chips could Pao have?” that prompts students to generate different valid possibilities and reinforces that more than one solution can satisfy the scenario. Students go on to explain multiple solutions when they analyze quantities by counting bags and cookies to explain why a given statement is true and by articulating the reasoning behind their chosen approach and comparing it with other possible approaches. Students then justify their solutions by defending the validity of their combinations and reasoning, demonstrating how different methods still lead to correct conclusions.
In the Solve Results Unknown, Add To/Take From Problems Within 20 lesson, students begin by identifying the information needed to solve a problem about Vanessa and her apples and demonstrating that they understand there are different ways to approach the situation. The materials introduce multiple strategies, including pictorial representations of apples, number bonds, and writing an equation, and support students in explaining how each method can be used to determine the total number of apples. Students then justify their chosen strategy by explaining how many apples Vanessa had in total and why students’ selected methods are valid. The lesson reinforces this justification as students practice each addition and subtraction strategy before solving independently on the Time to Climb assessment, where they apply and defend the approach that best fits their reasoning.
Evaluation for 6.1c
In the Add 2-Digit Numbers Within 100 with Regrouping lesson, students do mathematics, write about mathematics, and discuss mathematics with peers and educators through structured “Think,” “Practice,” “Write,” and “Collaborate” slides. Students do mathematics on “Think” slides, such as when they solve “How many pieces of chocolate do they have in total?” and share their solution process with a peer or educator. “Write” slides require students to write about mathematics by recording answers, completing models, and representing their thinking in written form. “Collaborate” slides prompt students to discuss mathematics through questions such as “What happens if we add the ones together? How is this different from the expressions we solved before?” Students respond by writing their explanations or discussing their reasoning with peers.
In the Nearpod lesson Solve Results Unknown, Add To/Take From Problems Within 20, students do mathematics and write about mathematics as they make sense of mathematics. Students write equations to solve given problems and engage in written mathematical reasoning as they represent their solution process. Students do mathematics by circling important words and working through the Start-Change-Result prompts to identify the mathematical actions needed to solve the task. Later in the lesson, students write about mathematics again by rewriting equations using part-part-whole models, which provide additional structured opportunities to process, represent, and communicate their thinking in writing.
Evaluation for 6.2a
The materials equip educators to guide students in sharing and reflecting on their problem-solving approaches, including their explanations, arguments, and justifications. In the Nearpod platform, educators can build a Collaborate Board into any lesson. A Collaborate Board “allows students to post text and images to a shared class board. It’s a great way to spark class discussion, brainstorm, or check in on how students are feeling.” In a Collaborate Board, educators can add word problems aligned to the lesson and pose questions that require students to share how to solve problems by explaining, justifying, reflecting, and evaluating their own problem-solving approaches as well as others’ approaches.
The Jungle Animals IBL equips educators to guide students in sharing and reflecting on their problem-solving approaches when they solve addition and subtraction word problems within 20. Through the context of monitoring animal groups at a shared jungle pond, students analyze population changes as the environment flourishes and later experiences a drought, working through unknown-sum, unknown-addend, unknown-difference, and unknown-change problems across four days. Students share explanations by describing their strategies and recording equations, models, and solutions on daily inquiry sheets. They share arguments by comparing strategies and explaining why their chosen operations or models fit the situation and share justifications by citing scenario details, equations, and representations as evidence. Students also reflect by revisiting their strategies across problem types and evaluating the effectiveness of their approaches.
Evaluation for 6.2b
The Targeted Practice and Adaptive Practice assignments on the Freckle platform provide educators with tools to deliver explanatory feedback tied to students’ responses and anticipated misconceptions. As students work through Targeted Practice assignments, the program provides hints, explanatory videos, and a Show Me feature when a student enters an incorrect response. The assignments then allow students to reattempt the problem after working through these supports.
The Teacher Resource document accompanying a Nearpod lesson provides educators with information related to student misconceptions but does not provide guidance on how to turn that information into feedback for students. A “Common Misconceptions” section identifies the errors that students are likely to make on the lesson’s content, and an item analysis for the pretest/posttest assessment explains, for each answer choice, why the response is correct or incorrect, supported by an answer key for the lesson’s activities. However, none of these resources direct educators on how to respond to an individual student’s specific answer or misconception with explanatory feedback. The materials only identify and explain errors and do not provide prompts to support educators in providing feedback.
6.1 Student Self-Efficacy
6.1a
Materials provide opportunities for students to think mathematically, persevere through solving problems, and to make sense of mathematics.
Materials provide opportunities for students to think mathematically, persevere through solving problems, and to make sense of mathematics.
3 out of 3 points
Evaluation for 6.1a
Evaluation for 6.1a
Materials provide opportunities for students to think mathematically, persevere through solving problems, and to make sense of mathematics.
3 out of 3 points
The Solve Results Unknown, Add To/Take From Problems Within 20 lesson engages students in mathematical thinking, perseverance, and sense-making. Students begin to make sense of mathematics when responding to the prompt “How can we figure out how many apples Vanessa put in the basket altogether?” and by identifying what information they have and what information they still need as they interpret the problem. They persevere through problem-solving by creating a pictorial model to represent the word problem and working through the steps needed to determine the unknown result. Students extend their thinking by solving a subsequent problem with fewer supports, providing continued opportunities to persevere and think mathematically as they apply their understanding independently.
6.1b
Materials support students in understanding, explaining, and justifying that there can be multiple ways to solve problems and complete tasks.
Materials support students in understanding, explaining, and justifying that there can be multiple ways to solve problems and complete tasks.
3 out of 3 points
Evaluation for 6.1b
Evaluation for 6.1b
Materials support students in understanding, explaining, and justifying that there can be multiple ways to solve problems and complete tasks.
3 out of 3 points
In the Solve Results Unknown, Add To/Take From Problems Within 20 lesson, students begin by identifying the information needed to solve a problem about Vanessa and her apples and demonstrating that they understand there are different ways to approach the situation. The materials introduce multiple strategies, including pictorial representations of apples, number bonds, and writing an equation, and support students in explaining how each method can be used to determine the total number of apples. Students then justify their chosen strategy by explaining how many apples Vanessa had in total and why students’ selected methods are valid. The lesson reinforces this justification as students practice each addition and subtraction strategy before solving independently on the Time to Climb assessment, where they apply and defend the approach that best fits their reasoning.
6.1c
Materials are designed to require students to make sense of mathematics through multiple opportunities for students to do, write about, and discuss math with peers and/or educators.
Materials are designed to require students to make sense of mathematics through multiple opportunities for students to do, write about, and discuss math with peers and/or educators.
3 out of 3 points
Evaluation for 6.1c
Evaluation for 6.1c
Materials are designed to require students to make sense of mathematics through multiple opportunities for students to do, write about, and discuss math with peers and/or educators.
3 out of 3 points
In the Nearpod lesson Solve Results Unknown, Add To/Take From Problems Within 20, students do mathematics and write about mathematics as they make sense of mathematics. Students write equations to solve given problems and engage in written mathematical reasoning as they represent their solution process. Students do mathematics by circling important words and working through the Start-Change-Result prompts to identify the mathematical actions needed to solve the task. Later in the lesson, students write about mathematics again by rewriting equations using part-part-whole models, which provide additional structured opportunities to process, represent, and communicate their thinking in writing.
6.2 Facilitating Productive Struggle
6.2a
Materials support educators in guiding students to share and reflect on their problem-solving approaches, including explanations, arguments, and justifications.
Materials support educators in guiding students to share and reflect on their problem-solving approaches, including explanations, arguments, and justifications.
6 out of 6 points
Evaluation for 6.2a
Evaluation for 6.2a
Materials support educators in guiding students to share and reflect on their problem-solving approaches, including explanations, arguments, and justifications.
6 out of 6 points
The Jungle Animals IBL equips educators to guide students in sharing and reflecting on their problem-solving approaches when they solve addition and subtraction word problems within 20. Through the context of monitoring animal groups at a shared jungle pond, students analyze population changes as the environment flourishes and later experiences a drought, working through unknown-sum, unknown-addend, unknown-difference, and unknown-change problems across four days. Students share explanations by describing their strategies and recording equations, models, and solutions on daily inquiry sheets. They share arguments by comparing strategies and explaining why their chosen operations or models fit the situation and share justifications by citing scenario details, equations, and representations as evidence. Students also reflect by revisiting their strategies across problem types and evaluating the effectiveness of their approaches.
6.2b
Materials include prompts and guidance to support educators in providing explanatory feedback based on student responses and anticipated misconceptions.
Materials include prompts and guidance to support educators in providing explanatory feedback based on student responses and anticipated misconceptions.
2 out of 4 points
Evaluation for 6.2b
Evaluation for 6.2b
Materials include prompts and guidance to support educators in providing explanatory feedback based on student responses and anticipated misconceptions.
2 out of 4 points
The Teacher Resource document accompanying a Nearpod lesson provides educators with information related to student misconceptions but does not provide guidance on how to turn that information into feedback for students. A “Common Misconceptions” section identifies the errors that students are likely to make on the lesson’s content, and an item analysis for the pretest/posttest assessment explains, for each answer choice, why the response is correct or incorrect, supported by an answer key for the lesson’s activities. However, none of these resources direct educators on how to respond to an individual student’s specific answer or misconception with explanatory feedback. The materials only identify and explain errors and do not provide prompts to support educators in providing feedback.